The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and interactions between group members significantly increased the level of noticing. The study also revealed that reading about mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing.

中文翻译：

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在课堂学习中注意学生的数学思维

本研究的目的是调查一名职前中学数学教师在作为教师教育计划教学实习课程组成部分的课堂学习背景下对学生数学思维的关注。本研究还研究了在课程学习背景下的职前教师教育经历如何影响参与的职前教师丽莎的注意技能。结果表明，作为职前教师参与计划、教学和反思课程，课程学习过程支持教师注意到学生数学思维。研究发现，基于对学生思考和小组成员互动的预期的课堂学习的协作和反思结构显着提高了注意水平。