We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers’ noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally identified as important or noteworthy in the video. Moreover, we employ thematic analysis to delve deeper into the participants’ interpretations and decisions in relation to using 3D Pens for teaching and learning mathematics. Our findings have implications for teachers’ professional development in the area of technology integration especially in terms of their realisation of the affordances of novel‐to‐them technologies. We also report methodological and conceptual contributions towards teacher noticing.

中文翻译：

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在职数学教师基于视频的“行动中” 3D打印笔通知

我们采用五个观察类别，分别是教室管理，教室环境，交流，数学内容和任务，来分析四名在职中学数学教师在观看视频集时的注意情况，该视频集展示了实施3D打印笔进行教学和学习形状的实际数学课程和空间。我们使用编码来分析参与者通常认为视频中重要或值得注意的内容。此外，我们使用主题分析来深入研究与使用3D笔进行数学教学有关的参与者的解释和决定。我们的发现对教师在技术集成领域的专业发展具有重要意义，特别是在他们实现新颖技术的能力方面。