Noticing in AI-based simulations was organised through both within-dimension continuity and between-dimension connections rather than a linear sequence¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Analysis of 304 noticing statements from 17 preservice teachers shows noticing was organised through recurring transitions combining within-dimension continuity and between-dimension connections. → Selen Galiç 2026

Evidence¶

Selen Galiç 2026¶

Selen Galiç, Mathias Tejera, Sebastián Parodi, Markus Hohenwarter, Zsolt Lavicza. (2026). Preservice mathematics teachers' noticing in AI-based simulations: transitions among attending, interpreting, and shaping. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-026-01805-4

q2 · i? · qualitative · r2

Qualitative coding and transition tabulation of 304 noticing statements from 17 preservice teachers across three weeks of AI-based simulation interactions. The article reports this distributional finding and, in discussion, that noticing "did not operate as a linear sequence, but rather as a dynamically coordinated and iterative process".

"The dis- tribution of transitions shows that PTs’ noticing was organ- ised through both within-dimension continuity and between- dimension connections."

Discussion¶

Related Claims¶

• Preservice teachers moved directly from attending to shaping more often than from attending to interpreting, and attending–interpreting links remained comparatively weak — a narrower finding that bears on this claim
• The dominant within-dimension noticing transition varied by week: attending in Week 1, interpreting in Week 2, and shaping in Week 3 — a narrower finding that bears on this claim
• Preservice teachers' interpreting and shaping dimensions show the strongest co-occurrence across all three weeks of AI-based simulation interactions — a narrower finding that bears on this claim
• Progress in evidence-based solution development is not always linear; evidence determines phase movement — related