Noticing student thinking under pressure in primary mathematics and science lessons

Abstract Teacher noticing of student thinking represents a key aspect teacher expertise as it informs teachers’ actions ‘on the fly’ during lesson. In science and mathematics education, has been conceptualised being driven by attending to making sense thinking. A range models developed in professional fields such aviation posit that perceptual interaction is also driver noticing. This paper presents an alternate, ecological model begins with premise teachers have limited capacity make noteworthy events mid-lesson. Multimodal data collected from primary lesson, taught same teacher, analysed using lens. The analysis draws research attention aspects teacher/classroom deployment role classroom environments play facilitating mid-lesson Differences between lesson can be accounted for terms variance environmental structure rather than solely cognition.