Abstract
In this study, we aimed to map out teachers' learning in a developmental teacher-researcher collaboration that focused on developing lessons with whole-class discussions in design cycles of preparation, enactment, and reflection. Analysis of data produced during these cycles resulted in detailed learning paths to account for how two teachers' teaching developed toward exemplary lessons in which students presented multiple solution methods and also engaged with each other's thinking. Our findings suggest teachers' learning evolves across multiple settings – including individual lesson preparation and reflection, is personal, and involves three interrelated subpractices: teacher moves, teacher noticing, and teacher mathematical thinking.
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