Alqahtani, M.M., & Powell, A.B. (2017). Teachers' instrumental genesis and their geometrical understanding in a dynamic geometry environment. Digital Experiences in Mathematics Education, 3(1), 9–38. https://doi.org/10.1007/s40751-016-0025-5

Amador, J. M., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 427–444). New York: Springer International Publishing.

Chapter  Google Scholar 

Amador, J.M., Bragelman, J., Castro Superfine, A. (2021). Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing. Teaching and Teacher Education, 99, Article 103256. https://doi.org/10.1016/j.tate.2020.103256.

Baccaglini-Frank, A., Di Martino, P., & Sinclair, N. (2018). Elementary school teachers’ implementation of dynamic geometry using model lesson videos. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd conference of the international group for the psychology of mathematics education (Vol. 2, pp. 99– 106). Umeå, Sweden: PME.

Begg, A. (2009). Noticing. Looking forwards and backwards. Mathematical Action & Structures of Noticing: Studies on John Mason’s Contribution to Mathematics Education, 203–210.

Choy, B. H., & Dindyal, J. (2021). Productive teacher noticing and affordances of typical problems. ZDM–Mathematics Education, 53(1), 195–213.

Choy, B. H., Thomas, M. O. J., & Yoon, C. (2017). The FOCUS framework: Characterising productive noticing during lesson planning, delivery, and review. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 445–466). New York: Springer International Publishing.

Chapter  Google Scholar 

Clark-Wilson, A. (2013). Using mathematical technologies - Learning from lesson hiccups. Mathematics Teaching, 236, 31-33.

Google Scholar 

Clark-Wilson, A, & Noss, R. (2015). Hiccups within technology mediated lessons: A catalyst for mathematics teachers' epistemological development. Research in Mathematics Education, 17(2). https://doi.org/10.1080/14794802.2015.1046476

Clark-Wilson, A., Hoyles, C., Noss, R., Vahey, P., & Roschelle, J. (2015). Scaling a technology-based innovation: Windows on the evolution of mathematics teachers' practices. ZDM Mathematics Education,47(1). https://doi.org/10.1007/s11858-014-0635-6

Clark-Wilson, A., Robutti, O., Thomas, T. (2020). Teaching with digital technology. ZDM, 52(7): 1223–1242. https://doi.org/10.1007/s11858-020-01196-0

Creswell, J.W., Hanson, W.E., Plano Clark, V.L., Morales, A. (2007). Qualitative research designs. The Counseling Psychologist, 35(2), 236–264. https://doi.org/10.1177/0011000006287390

Dockendorff, M., & Zaccarelli, F. G. (2024). Successfully preparing future mathematics teachers for digital technology integration: a literature review. International Journal of Mathematical Education in Science and Technology, 1–32. https://doi.org/10.1080/0020739X.2024.2309273

Drijvers, P., Doorman, M., Boon, P., Reed, H.C., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75, 213-234.

Article  Google Scholar 

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

Article  Google Scholar 

Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality. Melbourne, Australia

Jacobs, V. R. (2017). Complexities in measuring teacher noticing: commentary. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: bridging and broadening perspectives, contexts, and frameworks (pp. 273-280). Springer.

Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional Noticing of Children’s Mathematical Thinking. Journal for Research in Mathematics Education, 41(2), 169–202. http://www.jstor.org/stable/20720130

Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press.

Google Scholar 

Mason, J. (2002). Researching your own practice: the discipline of noticing. Abingdon: Routledge.

Book  Google Scholar 

Mason, J. (2011). Noticing: Roots and Branches. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: seeing through teachers' eyes (pp. 35-50). New York: Routledge.

Google Scholar 

Ng, O., & Park, M. (2021). Using an enhanced video-engagement innovation to support STEM teachers’ professional development in technology-based instruction. Educational Technology and Society, 24(4), 193–204. https://www.jstor.org/stable/48629255.

Ng, O., Liang, B., & Leung, A. (2022). Using first- and second-order models to characterise in-service teachers’ video-aided reflection on teaching and learning mathematics with 3D Pens. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era (2nd Edition). Springer: Cham, Switzerland. https://doi.org/10.1007/978-3-031-05254-5

Roschelle, J. (2006). Effective integration of dynamic representations and collaboration to enhance mathematics and science learning. In Keynote address at Curriculum Corporation 13th Annual Conference, Adelaide, Australia.

Santagata, R., Guarino, J. Using video to teach future teachers to learn from teaching. ZDM Mathematics Education, 43, 133–145 (2011). https://doi.org/10.1007/s11858-010-0292-3

Article  Google Scholar 

Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1-27). New York: Elsevier Science.

Google Scholar 

Sinclair, N., & Robutti, O. (2020). Teaching practices in digital environments. In S. Lerman (Ed.), Encyclopedia of mathematics education (2nd ed., pp. 845–849). Dordrecht: Springer.

Chapter  Google Scholar 

Star, J., Lynch, K., & Perova, N. (2011). Using video to improve preservice mathematics teachers’ abilities to attend to classroom features. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117–133). New York: Routledge.

Google Scholar 

Star, J.R., & Strickland, S.K. (2008). Learning to observe: using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125.

Article  Google Scholar 

Stockero, S.L., Leatham, K.R., Van Zoest, L.R., Peterson, B.E. (2017). Noticing Distinctions Among and Within Instances of Student Mathematical Thinking. In: Schack, E., Fisher, M., Wilhelm, J. (eds) Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-46753-5_27

Talanquer, Vicente & Bolger, Molly & Tomanek, Debra. (2015). Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work: Noticing and Interpreting Student Work. Journal of Research in Science Teaching, 52. https://doi.org/10.1002/tea.21209.

Tripp, T., & Rich, P.J. (2012). Using video to analyze one's own teaching. Br. J. Educ. Technol., 43, 678-704.

Article  Google Scholar 

van Es, E & Sherin, M. (2002). Learning to Notice: Scaffolding New Teachers' Interpretations of Classroom Interactions. Journal of Technology and Teacher Education, 10.

van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: seeing through teachers' eyes (pp. 134-151). New York: Routledge.

Google Scholar 

van Es, E.A. & Sherin, M.G. (2021) Expanding on prior conceptualizations of teacher noticing. ZDM 53(1) 17–27. https://doi.org/10.1007/s11858-020-01211-4

Viberg, O., Grönlund, Å., & Andersson, A. (2023). Integrating digital technology in mathematics education: a Swedish case study. Interactive Learning Environments, 31(1), 232–243. https://doi.org/10.1080/10494820.2020.1770801

Article  Google Scholar 

Wolff, C.E., Jarodzka, H., Boshuizen, H. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66: 295–308. https://doi.org/10.1016/j.tate.2017.04.015

Yan, Z., Chai, C. S., & So, H.-J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3755