HomeAbstract of 11th-icateInvestigating Novice Primary Mathematics Teachers’ Noticing in the Context of Lesson Study

Investigating Novice Primary Mathematics Teachers’ Noticing in the Context of Lesson Study

  • Jun 22, 2026
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Abstract Book of the 11th International Conference on Advanced Research in Teaching and Education

Year: 2026

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Investigating Novice Primary Mathematics Teachers' Noticing in the Context of Lesson Study

Dharma Joshi

ABSTRACT:

This study investigated the development of novice primary-level mathematics teachers’ noticing of students’ mathematical thinking through participation in Lesson Study. Using a qualitative case study design, the research followed two novice teachers, across four Lesson Study cycles focused on multi-digit place value instruction in a Nepalese primary school context. Data were collected classroom observations, video recordings, and structured reflection discussions during the planning, teaching, and reflection phases. The analysis was guided by established teacher noticing frameworks, particularly the Learning to Notice Framework (van Es, 2011). Findings indicate that both teachers initially demonstrated predominantly evaluative and procedural noticing, focusing on correctness, participation, and lesson flow rather than on students’ underlying mathematical reasoning. Over successive Lesson Study cycles, their noticing gradually shifted toward more interpretive and evidence-based analysis of students’ misconceptions, representational coordination, and conceptual understanding of place value. The reflection phase provided the strongest opportunities for noticing development, while real-time instructional noticing remained constrained by cognitive load, classroom management demands, limited pedagogical content knowledge, and sociocultural expectations emphasizing procedural performance. The study highlights Lesson Study as a powerful professional learning structure for cultivating teacher noticing, while also revealing the persistent “noticing-to-action gap” for novice teachers. These findings suggest that sustained, content-focused professional development and structured reflection are essential for strengthening teachers’ ability to interpret and respond to students’ mathematical thinking.

Keywords: Teacher Noticing, Mathematical Thinking, Novice Teachers, Lesson Study; Nepal