Abstract
Noticing is one of the professional skills that allow us to have effective mathematical discussions in instruction. This study investigated what features of teachers’ noticing is embedded in planning and implementing lessons for mathematical discussion in high schools. The two teachers’ utterances and actions were analyzed in audio recordings of planning lessons and video recordings of implementing lessons in terms of teachers’ noticing in order to have insight about effective mathematical discussions. Noticing students’ responses was critical in the step of planning lessons, and noticing students’ difficulties and noticing students’ thinking in connecting in representations and mathematical concepts were significant in implementing lessons in order to have effective mathematical discussions. Based on these findings, the current study discussed ways in which mathematical discussions are effectively enacted in high schools and ways in what kinds of learning opportunities teachers need.
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