HOW DO CULTURAL NORMS INFLUENCE TEACHER NOTICING?

Teacher noticing is influenced by teacher characteristics and other factors like instructional norms, which can differ between cultural contexts. Moreover, it is questionable whether norms are shared between different expertise groups. Thus, in the TaiGer Noticing project, we used text vignettes to examine 36 Taiwanese and German mathematics education professors’ perspectives on instructional situations and 221 Taiwanese and German teachers’ noticing. The contribution focuses on one vignette, and the findings indicate an interculturally valid norm regarding the use of a task at the professor level. However, while a majority of the German teachers referred to this norm in their noticing, the Taiwanese teachers focused more on other aspects, for example, explanations. Possible reasons for these findings are discussed.