Do Student Teachers Attend to Mathematics Specific Phenomena when Observing Mathematics Teaching on Video?

This article describes the results of an investigation into pre-service teachers’ ability to notice mathematics specific phenomena in a lesson observed on a video recording. Thirty mathematics education students’ written analyses of a viewed lesson were subjected to a selective content analysis. The results of both qualitative and quantitative nature conform with earlier research on pre-service teachers’ lesson analyses and, in addition, bring detailed report not only on the participants’ ability to notice but also on categories of content-related observable aspects of teaching. The discussion focuses on situating the findings within the framework of pedagogical content knowledge and indicates ways to further link the ability to notice to both teacher development design and effective teaching practice.