Caracterización de habilidades asociadas al noticing en la enseñanza de la proporcionalidad en grado cuarto: un estudio de caso sobre la mirada profesional docente

Abstract

The research aimed to identify and characterize the skills associated with the competence of professional noticing in an in-service mathematics teacher. Using a qualitative case study approach, three key moments were analyzed—planning, implementation, and reflection—revealing that noticing skills do not emerge simultaneously and that in-situ practices create real scenarios where context influences the construction of mathematical knowledge. The classroom recordings focused on the mathematical object of ratio and proportion, a content area that has historically presented challenges in the teaching and learning of mathematics. The findings show differentiated manifestations of the abilities to identify, interpret, and decide, with progress observed in identifying students’ strategies and limitations in making informed decisions due to institutional factors. The teaching competence of professional noticing is conceived as a situated process that integrates mathematical and didactic knowledge and requires specific spaces to promote reflection by both the classroom teacher and the researcher on teaching practice.