A new perspective on mathematics classroom observation: A comparative study of novice and experienced teachers’ noticing

Teacher noticing, a critical aspect of teaching competence, enhances classroom observation, problem identification, thereby improving teaching effectiveness. This study utilized an open classroom observation framework to analyse the noticing skills of two experienced teachers and one novice teacher in the same school. Each teacher observed three exemplary primary mathematics lesson videos in the strand of Number and Algebra. The lessons covered were Multiplying Two-Digit Numbers by Two-Digit Numbers, Written Calculations of Two-Digit Multiplication, and Recognizing Averages, with each video lasting 40 minutes. The findings revealed that novice and experienced teachers demonstrated different levels of noticing, with experienced teachers achieving a higher overall level. Experienced teachers focused more on students’ learning processes and the development of mathematical thinking and demonstrated proficiency in proposing innovative improvement strategies. Conversely, novice teachers primarily focused on the effectiveness and content of teaching, showing a lack of extended thinking about classroom teaching. By examining in-service teachers’ noticing, we gain insights into the thinking styles and behavioural patterns of different teacher groups during lesson observation. This study provides a valuable direction for professional development and mathematics teacher education. Copyright © 2023 by School of Mathematical Sciences, ECNU.