<p>This paper presents results of a scoping review of the literature on mathematics teachers’ use of evidence of students’ learning for informing instructional decisions. The methodology used for the survey adhered to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. The study analyzed 103 English-language papers published in high-impact publication sources in mathematics education between 2017 and 2023. The papers were associated with two lines of inquiry that share similar teaching competencies: formative assessment and teacher noticing. The analysis revealed that papers associated with the teacher noticing conceptualization were seldom associated with the formative assessment conceptualization, and vice versa, considerably favoring teacher noticing as a conceptual framework over formative assessment. In contrast with the conceptual disconnection, the empirical research characteristics were similar in the two lines of inquiry. Both lines of inquiry tended to study small- or medium-size groups of teachers, prospective and practicing, elementary and secondary teachers. Most studies were situated outside the classroom. Non-interventional classroom studies were rare. Four journals were the most prominent in the field, with no preference for specific conceptualization or methodology. USA research dominated the field. However, in contrast with previous reviews in mathematics education, countries in which English is not a national language – Germany, Turkey, Israel, Spain and China – made significant contribution to the field as well. The study results are discussed in light of relevant literature, highlighting important contributions and shortcomings, and suggesting directions for future research.</p>