In this paper, we extend the notion of noticing during the planning of a lesson to examine what and how teachers notice concerning the affordances of typical problems, such as examination-type or standard textbook questions. Teachers in examination-oriented educational systems generally use these types of problems to develop procedural skills. However, the affordances of such problems for developing conceptual understanding have been largely untapped. Here, we present an exemplifying case of a mathematics teacher, Alice, who used typical problems effectively in her classroom to deepen students’ understanding of mathematics. We argue that Alice productively noticed the affordances of these typical problems beyond their usual use, and we suggest recommendations for supporting mathematics teachers in providing high-quality learning experiences for all students.

在本文中，我们将注意的概念扩展到课程的计划中，以研究教师在注意和如何注意典型问题（例如考试类型或标准教科书问题）方面的注意方式。面向考试的教育系统中的教师通常使用这些类型的问题来发展程序技能。但是，这些问题对发展概念理解的承受能力尚未得到充分利用。在这里，我们以数学老师爱丽丝（Alice）为例，他在课堂上有效地利用了典型问题，以加深学生对数学的理解。我们认为，爱丽丝富有成效地注意到了这些典型问题的使用范围，超出了通常的使用范围，