An investigation into teachers' reflections on noticing as a key action of informal classroom mathematics assessment

The purpose of this study was to highlight the practice of teacher noticing in the primary mathematics classroom, where teachers observe and interact with students during their daily lessons. Through this practice, teachers can informally assess students and gather valuable information to enhance students’ mathematics learning. The timing of this study allowed for a comparison of this practice between two contexts: the online learning environment during Emergency Remote Teaching (ERT) and the face-to-face classroom after ERT. By intentionally designing the learning environment, teachers can foster rich discussion and interactions, thereby providing opportunities for noticing.