Teacher Noticing of Rationality Framework (TNRF)

Research Method · All research methods
Evidence · 3 claims (3 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description

The TNRF builds on van Es and Sherin's expanded noticing framework of attending, interpreting, and shaping, and "extends van Es and Sherin's (2021) framework by specifying the object of noticing more precisely as students' mathematical thinking". It operationalises students' thinking through Habermas's theory of rationality as observable behaviours: justifying statements, selecting and using appropriate tools, and communicating with appropriate terminology and representations. Attending targets manifestations of rational behaviour rather than surface correctness; interpreting evaluates the quality of participation in mathematical practices; shaping structures conditions under which rational behaviour becomes visible.

Accounts

• Teacher Noticing of Rationality Framework (TNRF): The TNRF builds on van Es and Sherin's expanded noticing framework of attending, interpreting, and shaping, and "extends van Es and Sherin's (2021) framework by specifying the object of noticing more precisely as students' mathematical thinking". It operationalises students' thinking through Habermas's theory of rationality as observable behaviours: justifying statements, selecting and using appropriate tools, and communicating with appropriate terminology and representations. Attending targets manifestations of rational behaviour rather than surface correctness; interpreting evaluates the quality of participation in mathematical practices; shaping structures conditions under which rational behaviour becomes visible. (Selen Galiç et al. (2026))

Claims

• Preservice teachers' interpreting and shaping dimensions show the strongest co-occurrence across all three weeks of AI-based simulation interactions [+M]
• Preservice teachers moved directly from attending to shaping more often than from attending to interpreting, and attending–interpreting links remained comparatively weak [+W]
• The dominant within-dimension noticing transition varied by week: attending in Week 1, interpreting in Week 2, and shaping in Week 3 [+W]

Related Research Methods

• Teacher noticing framework: detection and interpretation of classroom situations

Key Sources

• 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

Page metadata

Field	Value
type	research-method
id	teacher-noticing-of-rationality-framework-tnrf
title	Teacher Noticing of Rationality Framework (TNRF)
description	The TNRF builds on van Es and Sherin's expanded noticing framework of attending, interpreting, and shaping, and "extends van Es and Sherin's (2021) framework by specifying the object of noticing more precisely as students' mathematical thinking".
status	review
generated	by process:settle-candidates on 2026-10-11
trust	unverified — no one has confirmed this page's content

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