Mathematics teachers’ professional noticing of learners’ mathematical thinking and their subsequent instructional decisions: a case of lesson study

Purpose The purpose of this study was to explore mathematics teachers’ instructional decision-making processes that arise from their professional noticing of learners’ mathematical thinking within the Lesson Study (LS) context. Design/methodology/approach This interpretivist qualitative case study involved nine purposively selected mathematics teachers. Data were collected through observation and unstructured interviews. Observation was done during the lesson presentation and post-lesson reflection stages of LS. Unstructured interviews were used during the post-lesson reflection stage. Findings Although mathematics teachers were able to notice aspects of learners’ mathematical thinking, the manifestation thereof was often at a superficial level. Consequently, the instructional decisions teachers made tended not to adequately address learners’ mathematical thinking. In addition, their reflection was merely superficial and hence their proposed instructional decisions were also not optimal to develop and enhance learners’ mathematical thinking. Research limitations/implications Although the purpose of this article was to explore mathematics teachers’ professional noticing during teaching and their subsequent instructional decisions, not observing the lesson planning process may have deprived us an opportunity for deeper understanding of minutiae of the lesson presented. For instance, we probably would have understood the motive for the LS team’s selection of instructional activities, i.e. numeric patterns. Originality/value Notwithstanding the importance of professional noticing in the education context, it has not been adequately explored, especially in South Africa, to gain insights into mathematics teachers’ instructional decision-making in the LS setting. The findings from the current article, therefore, cast light onto the affordances of teachers’ professional noticing during teaching for effective instructional decisions. The findings could be an inflection point for future studies towards improving teachers’ professional noticing abilities to enhance learners’ mathematical thinking in the LS context. Findings from this study suggest that mathematics teachers must be intentional with their noticing by using purposeful activities, which will enable them to effectively notice learners’ mathematical thinking and make fitting instructional decisions. We recommend further research on a framework or guideline on the attributes of purposeful instructional activities.