<p>Teacher noticing represents a fundamental dimension of mathematics teaching expertise, yet the research in this area remains theoretically fragmented, limiting comprehensive understanding of this multifaceted professional capability. In this paper, we explore potential synergies between five different theoretical perspectives on mathematics teacher noticing identified in prior research: (a) a cognitive-psychological perspective, in which teacher noticing is conceptualised as a set of mental processes used when observing and interpreting classroom events; (b) an expertise-related perspective, which emphasises differences in the noticing capabilities of novice and expert teachers; (c) a discipline-specific perspective, which highlights the development of awareness of one’s noticing; (d) a socio-cultural perspective, in which noticing is treated as a socially situated activity shaped by discursive practices and socio-political contexts; and (e) an ecological-embodied perspective, in which noticing is understood as an embodied activity emerging through teachers’ engagement with their classroom environments. Through a narrative review and systematic comparison of these perspectives, we identify key distinctions in their conceptualisation of noticing, units of analysis, and approaches to learning to notice. We then use deliberate cross-perspective dialogue to generate insights that address theoretical blind spots and challenge traditional paradigmatic boundaries. We conclude by proposing future research directions emphasising inter-theoretical, multi-theoretical, and meta-theoretical inquiry to advance understanding of mathematics teacher noticing.</p>