Disciplinary and meta-disciplinary noticing of prospective teachers in a lesson study experiment

This study involves secondary school prospective teachers in an Italian master’s degree in mathematics, when they are involved in a course of mathematics education, while doing an experiment of lesson study. A group of four prospective teachers are observed, while engaged in the planning phase of a lesson study, in which they have chosen to work on the introduction to functions in grade 11. The study aims to analyse prospective teachers’ discussions, focusing on their noticing as a theoretical lens to qualitatively describe teachers’ reflections. The results suggest that the transition between disciplinary and meta-disciplinary ways of noticing during the discussion improves teachers’ awareness and enables them to make decisions about the lesson plan.