Tracking mathematics teachers’ professional vision in a practice-based professional leaning setting

This study investigates shifts in mathematics teachers’ professional vision within a practice-based professional learning setting where teachers co-planned, observed, and reflected on live teaching in a laboratory classroom. Findings illustrate how teachers’ noticing evolved from evaluative comments to interpretive attention toward students’ mathematical thinking, recognizing and leveraging “kids’ mathematics” as a pedagogical resource. Teachers’ participation transitioned from individualistic “I/you” framing to a collaborative “we,” demonstrating deeper collective engagement with instructional planning and content-specific pedagogical reasoning. Their discussions shifted from fragmented, surface-level observations to rich, sustained analyses leading to concrete, collaboratively developed instructional tools for subsequent lessons. These shifts were evident in increased attention to students’ ideas, improved knowledge-based reasoning, and production of mathematically dense teaching resources. The study highlights how practice-based, collective examination of actual teaching enables teachers to develop an analytic mindset, supporting systematic unpacking of students’ thinking and improving content-specific instructional decisions essential for mathematics classrooms.