Mathematical modelling is a challenging task not only for students but also for teachers. Given that mathematical modelling problems typically allow for multiple approaches to solving them, a number of potential difficulties arise. Therefore, it is crucial that teachers spontaneously perceive and interpret students' individual approaches, their modelling-specific difficulties, and their use of metacognitive strategies to overcome them, in order to make a decision about their response – taken together this means, notice mathematical modelling processes. Therefore, the study presented in this book, aims to analyze and understand how pre-service teachers notice mathematical modelling processes and how their ability to notice in the context of mathematical modelling develops. This book includes five individual articles addressing this issue. Based on a conceptualization of pre-service teachers’ noticing of mathematical modelling processes, a video-based instrument was developed to assess pre-service teachers’ ability to notice in the context of mathematical modelling. Using the video-based instrument, pre-service teachers’ noticing of mathematical modelling processes was assessed before and after a modelling seminar that served as an intervention. The analysis revealed the individual strengths and weaknesses of pre-service teachers and demonstrated their diverse developmental paths, thus highlighting the multifaceted nature of teacher noticing.
