Demirel, DamlaGuzel, Esra BukovaGüzel, Esra BukovaGüler, MustafaAslan-Tutak, FatmaGuler, MustafaBaki, MujganCelik, DeryaCelik, Aytug OzaltunTaylan, Rukiye DidemÇelik, Derya2023-10-182023-10-182023Guler, M., Taylan, R. D., Baki, M., Demirel, D., Celik, D., Guzel, E. B., ... & Celik, A. O. (2023). Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills. International Electronic Journal of Mathematics Education, 18(2), em0737.1306-3030https://doi.org/10.29333/iejme/13091https://hdl.handle.net/20.500.11779/1966Bukova Güzel, Esra/0000-0001-7571-1374Guler, Mustafa/0000-0002-4082-7585Aslan-Tutak, Fatma/0000-0002-9078-6144Taylan, Rukiye Didem/0000-0002-3851-5662This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants' noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the ementoring program improved the novice mathematics teachers' noticing skills significantly in all dimensions.eninfo:eu-repo/semantics/openAccessNoticing skillsMathematics educationProfessional developmentE-mentoringNovice teachersArticle10.29333/iejme/130912-s2.0-85188450058