Pre-service mathematics teachers’ learning to notice student statistical thinking in the context of lesson study

It is important to note that the development of pre-service teachers’ noticing abilities does not happen spontaneously; hence, assistance programs are crucial. This qualitative study aimed examine student thinking within context lesson study.<b> </b>Three teachers conducted three cycles. Lesson plans, voice and video recordings meetings implementations, observations, field notes, reflective writings used as data collection techniques. The findings indicated early levels were constrained. Their increased progressed. Hence, improvement can be assisted by study. Activities such planning, reflection implementation helped develop their levels. To enhance skills, it proposed should integrated into teacher training programs.