“It Depends …”: Using Ambiguities to Better Understand Mathematics Teachers’ Decision-making

The concept of teacher noticing has been a powerful methodological tool for understanding teachers’ decision-making and professional judgment. In this line inquiry, researchers usually try to identify elements classroom practice salient teachers. Data about decision making can be collected at scale through the use scenario-based instruments, but these instruments have described in literature as inherently ambiguous because they do not contain all information necessary make decision. We contribute ambiguity so help connect their judgment by introducing conditional construals—moments when teachers require additional context order judge whether given teaching action is appropriate. Furthermore, we locate construals large corpus responses items identifying occurrences linguistic marker. Our identification moments allows us study type reasoning (analytical or intuitive) evoked scenarios gives insight into decisions.