Study highlights how collaborative learning, interpreted through framing theory, contributes to the development of teacher noticing in unit-based mathematics teaching

In an era where student-centered instruction and competency-based learning are gaining traction globally, enhancing teacher capacity remains a pivotal challenge. Recognizing this, a team of Chinese education researchers has turned to framing theory to better understand how collaborative professional development models—particularly lesson study—can drive meaningful shifts in teachers’ instructional practice.

The study, “Using Framing Theory to Facilitate the Influence of Collaborative Learning on Teacher Noticing: A Case of Chinese Lesson Study,” by Zuo and Qi from the Beijing Normal University was published online on May 21, 2025, in ECNU Review of Education. Drawing on extensive classroom data and teacher interviews, the authors provide new insights into how collaborative structures can shape teachers’ perceptions and practices in unit-based mathematics teaching.

“Teacher noticing—the way educators attend to, interpret, and respond to classroom events—is a foundational skill, but to foster deep noticing, we must also understand the frames teachers use to structure their teaching. That’s where framing theory comes in,” explain Zuo and Qi.

The study involved 10 veteran seventh-grade mathematics teachers participating in a series of three lesson study cycles. Researchers used a mixed-methods approach, combining pre- and post-cycle questionnaires, video observations, and in-depth interviews to capture how teachers’ noticing skills and underlying frames evolved.

The study highlights the dual role of cultural influences. While high-stakes testing constrained some teachers’ capacity to shift frames, others leveraged deeply embedded professional routines and institutional structures—like the Chinese lesson study (CLS)—to advance their instructional thinking.

“Teachers, whose frames changed during the CLS exhibited significant progress in their noticing skills, compared to those with unchanged frames,” note Zuo and Qi.

The originality of the study lies in connecting the micro-level of teacher noticing with the macro-level of educational reform. It offers a nuanced framework for scaling professional development that respects local cultural dynamics while promoting deeper teaching practices.

As the Chinese education system continues to emphasize competencies such as mathematical thinking and real-world problem-solving, this research offers a powerful lens for designing professional learning that is culturally grounded, theoretically sound, and practically transformative.

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Reference
DOI: 10.1177/20965311251342599
Title of the original paper: Using Framing Theory to Facilitate the Influence of Collaborative Learning on Teacher Noticing: A Case of Chinese Lesson Study
Journal: ECNU Review of Education