Transformation of an Early Career Teacher’s Noticing and its Characteristics in a Primary School-Based Mathematics Lesson Study

Abstract

This study aims to explore an early career teacher’s noticing within a school-based lesson study (LS) in mathematics at a primary school, focusing on the transformation and its characteristics. The study describes how the teacher, who had no prior experience of teaching a “research lesson,” learned during LS to transition from being an observer to becoming a research lesson teacher. Data analysis draws upon participant observation, recorded meetings, interviews, and written comments collected from a public primary school-based LS in Japan. Through a case study approach, the study uncovers the transformation of the teacher’s noticing and its characteristics, highlighting a goal-oriented review of research lessons, attention to the sequence of mathematics content, and openness to challenges enhancing understanding of task design and students’ ideas. Furthermore, the study reaffirms the importance of shared goal-setting and research themes in lesson study, offering implications for supporting early career teachers and professional development.