Exploring Changes of Mathematics Teachers’ Noticing in a Video Club: Identifying Turning Points

Chaereen Han, Hee jeong Kim, Oh Nam Kwon, Woong Lim

Research output: Contribution to journalArticlepeer-review


Recent research on teacher education has highlighted the importance of teachers’ noticing of students’ mathematical thinking. Much remains unknown about the ways in which teachers develop noticing abilities in professional development settings. This study examines changes in teachers’ noticing in the context of peer discussions in a video club. The study identified critical incidents of noticing, ranging from attending and interpreting to deciding on pedagogical responses. Furthermore, the study divided attending in the noticing framework into selecting and recognizing. Findings indicate that peer discussions about a video showing students’ statistical variability reasoning catalyzed change in teachers’ attending. Other catalysts include (1) participants’ assumption of the proposer role in the video club, (2) participants’ peers as the coadjacent speakers, and (3) participants’ use of an analytical framework as professional knowledge. The study discusses the ways in which participants’ individual focal components of noticing emerge and develop through a video club as professional development.

Original languageEnglish
Pages (from-to)835-861
Number of pages27
JournalInternational Journal of Science and Mathematics Education
Issue number3
Publication statusPublished - 2023 Mar

Bibliographical note

Funding Information:
We special thank four participating teachers, Ms. Kim, Mr. Yoon, Ms. Park, and Ms. Lee (all pseudonyms) who willingly joined the video club and generously shared their idea.

Publisher Copyright:
© 2022, Ministry of Science and Technology, Taiwan.

All Science Journal Classification (ASJC) codes

  • Education
  • Mathematics(all)


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