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This book brings together a set of studies on mathematics teacher noticing conducted in Latin America, with the aim of making visible, systematizing, and projecting research endeavors from the region in order to challenge global epistemic hierarchies. The work conceives of Latin America not solely as a research context, but as a privileged setting for problematizing mathematics teaching against a backdrop of deep cultural diversity, structural inequalities, and heterogeneous educational systems. By adopting a pluralistic, situated, and flexible perspective on teacher noticing, the book contributes to the international debate by broadening and challenging dominant conceptual frameworks from the standpoint of educational realities that have frequently been rendered invisible.

The volume is organized into three sections. The first section, Noticing of Students' Mathematical Thinking, focuses on the educational significance of attending to and interpreting students' mathematical ideas as a key pathway for informing instructional decisions. The second section, Pre-service and In-service Mathematics Teachers' Noticing, addresses the close association between teacher noticing and initial and continuing teacher education. The third section, Mathematics Teachers' Noticing from New Perspectives, explores emerging approaches such as equity and argumentation. The book offers a valuable resource for researchers, teacher educators, and graduate students interested in understanding and transforming teaching practice from a situated and pluralistic perspective.