Opportunities to learn professional noticing while co-planning, rehearsing, co-enacting and reflecting on mathematics instruction

Abstract

The study explores teachers’ opportunities to learn professional noticing while co-planning, rehearsing, co-enacting and reflecting on mathematics instruction in learning cycles of enactment and investigation. Fourteen primary school in-service teachers collaborated with teacher educators in the cycles and the study focuses on exploring what and how these teachers noticed. A framework of noticing was applied in the analyses with the aim of shedding light on the ways in which the participation in learning cycles enables teachers to collectively learn professional noticing. Findings reveal that teachers were provided with opportunities to learn high-level noticing. For instance, they attended to particular students’ mathematical thinking and made connections between teaching strategies and students’ mathematical thinking.