The quality of teachers’ mathematical knowledge for teaching (MKT) is critical for effective teaching and mathematical learning of students. However, most efforts on measuring MKT tend to focus on teachers’ content knowledge (CK), with less attention to teachers’ pedagogical content knowledge for teaching (PCK). This study reports on our initial efforts to develop and pilot a measure for assessing teachers’ PCK for fractions. Analysis of cognitive interviews from two expert teachers combined with Rasch modeling of 85 pre-service and in-service teachers was conducted to examine validity evidence for the PCK-Fractions measure. Results provide useful validity evidence for the initial validity argument of the measure. Namely, evidence suggests differences between pre-service (PSTs) and in-service teachers’ (ISTs) scores based on their professional level (junior PSTs, senior PSTs, & ISTs). Implications of this and additional validity evidence suggest a measure useful for assessing the effect of teacher education and professional experience initiatives, as well as indicators for revising this initial measure.

Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the conceptualization of noticing to include social, embodied, and environmental factors, empirical research exploring the interaction of such domains is limited. To address this gap, the current study investigated the effects of perceptual (eye-tracking and presence) and cognitive (pedagogical content knowledge) factors on preservice teachers’ professional noticing within a 360 video. By integrating data across these domains, this paper provides empirical evidence for conceptualizing noticing through a grounded cognitive perspective. Results indicated that factors influencing professional noticing operate independently rather than as components of a single overarching construct. Among these, PCK emerged as a strong predictor of effective noticing, while excessive focus on the teacher negatively impacted the ability to attend to students’ thinking. Additional results and their implications for teacher education and future research are discussed.

Teachers’ professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students’ mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers’ (PSTs) 360 video viewing to examine the relationship between where and what PSTs’ looked at and what they attended to in writing. Results and findings suggest that at key moments during the 360 video viewed, PSTs attending to students’ fractions focus on students whereas their peers focusing on general pedagogy (i.e., group work) focus on the teacher.