This report provides some reflections on the "professional noticing" skill as a component of professional practice of the mathematics teacher. We provide an example from a pre-service mathematics teachers program in order to characterize the aforementioned skill. We claim that the development of professional noticing is supported by the dialectic relation between mathematics knowledge for teaching (MKT) and the discourse generated in the resolution of professional tasks. Finally, some aspects of the learning environments in teacher education programs are described in order to support the relation between MKT and the resolution of professional tasks.
professional noticing; pre-service teacher education; mathematical knowledge for teaching; mathematics teacher professional practice
