In-Service Mathematics Teacher’s Professional Noticing of Exemplary Video Lessons Through Two Frameworks: An Exploratory Study in China

Abstract

Purpose: This study aims to investigate the noticing ability of Chinese in-service mathematics teachers (ISTs) when observing exemplary mathematics lessons online using two different noticing frameworks. Design/Approach/Methods: The noticing of 24 ISTs was examined based on three dimensions: agent, topic, and stance. The data were collected qualitatively through guided questions during the video observation activity, and their noticing levels were analyzed using existing frameworks. Findings: Utilizing the Focused Framework, Chinese ISTs exhibited a greater breadth and depth of noticing, in relation to both students’ mathematical thinking and teaching pedagogies. Their noticing abilities surpassed those utilizing an Open Framework, with enhanced sensitivity in adapting their teaching strategies to better address students’ mathematical reasoning. The study also revealed limitations in the current practices of classroom observation and teacher reflections. Originality/Value: This study provides valuable insights into the noticing abilities of Chinese in-service teachers and the effectiveness of various noticing frameworks in enhancing their skills. It highlights the importance of further research on teacher noticing within Eastern contexts. The findings have significant implications for teachers’ professional development, advocating for the integration of noticing frameworks into teacher education programs to improve teachers’ abilities to discern critical elements of students’ mathematical thinking and pedagogical practices.