Lesson Study Professional Development Model: Investigating Noticing Skills of Prospective Mathematics Teachers

Abstract

The purpose of this study was to investigate prospective mathematics teachers’ noticing of students’ mathematical thinking during the implementation process of lesson study professional development model and to present the views of prospective teachers on the use of this model. The study was conducted with the participation of four prospective mathematics teachers who were attending senior class of a university. Case study was conducted as a research methodology. Data collection process was based on interviews, observations, field notes, video transcripts and lesson plan. To analyse and interpret the skills of prospective teachers’ noticing students’ mathematical thinking, a framework consisting of four levels which was developed by van Es (2011) was used. The findings showed that noticing skills of prospective teachers about students’ mathematical thinking were low, their views were positive in terms of using this professional development model and lesson study was helpful to provide awareness on several counts.