Abstract
Mathematics teacher noticing has attracted sustained research attention across diverse theoretical traditions, yet systematic analyses clarifying the internal logic of competing frameworks and the conditions for productive dialogue remain scarce. This paper analyzes mathematics teacher noticing frameworks from cognitive, socio-cultural, and ecological-embodied perspectives through the Foundation–Form–Function (3F) analytical lens—which examines theoretical assumptions, conceptual organization, and functional capabilities—revealing how theoretical commitments translate into methodological choices and research priorities. Results from pairwise comparisons show that while some theoretical differences generate enduring tensions, others create productive opportunities for selective coordination. Rather than proposing a synthesis, we identify specific domains of complementary insight alongside areas where foundational assumptions constrain dialogue. Our analysis equips researchers with refined tools for framework comparison, deepens understanding of teacher noticing while preserving theoretical diversity, and yields principled guidance for teacher educators seeking to cultivate comprehensive noticing expertise across cognitive, socio-cultural, and ecological-embodied dimensions.