The purpose of this study is to identify the characteristics of mathematics teachers’ noticing and its changes, to find out the factors for the changes of their noticing, and to develop teacher training programme for improving mathematics teachers’ noticing finally. In this article, we examined the noticing of 9 elementary school teachers who participated a teacher training based on lesson study about the elementary grade three content “addition of fractions with same denominator” conducted at a national attached elementary school. We conducted qualitative data analysis for the participants’ talks on their observations of two mathematics lessons in order to identify the characteristics of their noticing on the implemented lessons and students’ learning activities.
As the result, we identified the characteristics of their noticing in terms of “students”, “lesson objectives”, “learning content” and “teacher” in the context of the lessons on “addition of fractions with same denominator”. In terms of “students”, their noticing was about the degree of learning achievement, students’ thinking process, and students’ expressions of their thinking. In terms of “lesson objectives”, their noticing was focused on the aims and objectives of the conducted lesson, goal setting considering the whole teaching unit, and the content of textbook. In terms of “learning content”, their noticing was related to the interpretation of fraction, the procedure of calculation, and the simplification from the meaning to the procedure on the addition of fractions with same denominator. And, in terms of “teacher”, their noticing was on the review of previous knowledge, lesson objectives, outlook of learning, individual problem solving, group and whole discussion for problem solving, summary, and mastering and becoming proficient at learning content.
In addition, we also examined and found out the factors of stimulating or improving their noticing in terms of “observations of real lessons and students learning”, “social interaction of teachers”, “infliences of instractors” and “knowledge, experience and expectations of teachers”.
