Abstract
We conducted a literature review to describe the conceptual use of noticing in pivotal mathematics and science education publications from 2002 to 2022 by tracing the language and ideas used to describe and study teacher noticing. Results from 12 highly cited or recently written publications indicated substantial differences in the assumptions and orientations of researchers which included: (a) differences in the primary theoretical construct, (b) differences in definitions of noticing and whether noticing is attending, making sense, both, or broader than cognition and includes context, culture, and/or perception, and (c) differences in researchers' beliefs about identifying what teachers should notice as compared to researchers who describe what teachers do notice. We propose directions for future writing practices in this field, including the need for researchers to explicitly state their definition of noticing. We conclude by reflecting on this project through some of Mason's foundational ideas about noticing.