This paper investigates the noticing of six Chinese mathematics prospective
teachers (PSTs) when looking at a procedural error and responding to three specific tasks
related to that error. Using video clips of one student’s procedural error consisting of
exchanging the order of coordinates when applying the distance formula, some variation
was found in how PSTs attended to, interpreted, and responded to this error. A more
important finding is represented by the inconsistent responses that individual PSTs pro￾vided to the three related tasks. This finding suggests that, to some extent, prior learning
experience, beliefs, and orientations inform what PSTs notice. But the finding also suggests
the centrality of selecting tasks that provide accurate representations of PSTs’ emerging
professional noticing. Implications for teacher educators are discussed.

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Tersedia

• Opportunities to notice: Chinese prospective teachers noticing students’ ideas in a distance formula lesson

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