Revisiting classroom practices: A longitudinal case study of early career teacher noticing transformation through school-based mathematics lesson study

Abstract

This study examines the transformation of noticing in an early career teacher (ECT) through school-based mathematics lesson study (LS) in Japan. Focusing on Taro, a third-year teacher, the research explores how LS broadened his perception and deepened his interpretation and decision-making, as framed by the perceiving, interpreting, and decision-making model. The findings highlight Taro's newly perceived tedate (proposed methods), alignment of learning problems with lesson objectives, purposeful use of teaching materials, and a shift toward fostering student autonomy through diverse strategies and reflective questioning. This study underscores the importance of iterative discussions and feedback in supporting ECTs’ professional learning, while also addressing implicit assumptions in LS. It provides empirical insights into noticing transformation within authentic LS contexts, offering implications for improving LS practices and supporting ECTs in developing effective classroom practices.