The FOCUS Framework: Characterising Productive Noticing During Lesson Planning, Delivery and Review

Enacting the work of diagnostic teaching is challenging and demands that teachers pay attention to mathematical details when designing tasks, orchestrating discussions and reflecting on their lessons. This chapter presents the FOCUS Framework on teacher noticing, which can be used to characterise teachers’ efforts to notice productively during all three phases of diagnostic teaching: lesson planning, delivery and review. Using the two key components of the framework, the focus and its focusing, we provide snapshots of a teacher’s mathematical noticing in each of the phases. The findings from this research suggest that productive noticing in all the three phases is highly consequential, and illustrates how the FOCUS Framework can be used to analyse a teacher’s mathematical noticing.