Effective teacher noticing supports teacher learning by enabling reflection of what was noticed, or missed, during teaching. A new study examined two primary school mathematics teachers from China to understand their professional noticing in everyday classroom contexts. The researchers investigated what teachers noticed about students' mathematics learning and how this noticing translated into instructional decisions.

MIT theoretical physicists may have an explanation for the surprising observation that superconductivity and magnetism can co-exist in some materials. They propose that under certain conditions, a magnetic material’s electrons could splinter into quasiparticles known as “anyons,” some of which could flow together without friction — an entirely new form of superconductivity.