Purpose: This study aims to distinguish the particular mathematics discourse and the teaching discourse in two countries, and explore how the differences in mathematics and teaching discourses influence what is noticed. Design/Approach/Methods: The study employs a cross-cultural case study methodology, using a mathematically rich video vignette from a Japanese classroom. Video-prompted focus-group interviews were conducted with preservice teachers (PSTs) from both countries. Findings: Indian PSTs, familiar with geometrical reasoning, notice more detailed mathematical discourses, whereas Swedish PSTs, less familiar with geometry discourse, notice broader teaching strategies. In addition, the PSTs notice unfamiliar teaching strategies and how they support mathematics learning. Both groups identify and reflect on the unfamiliar teaching practices and classroom culture observed in the Japanese video. Originality/Value: This study contributes to the research on noticing in teacher education (TE). The novelty is how the familiarity of mathematics discourse facilitates noticing details in students’ mathematical reasoning, and how an unfamiliar teaching discourse is an important learning opportunity.

In this pilot study, we examine the procedures, constructs and geometrical properties pre-service teachers (PSTs) invoke when solving a geometry problem. The aim is to develop an analytical tool to research PSTs’ mathematical discourse, assuming that the available mathematical discourse informs PSTs’ noticing of mathematics learning. As a theoretical base for mathematics discourse, we use commognition. The empirical data consists of recorded conversations of seven PSTs solving a geometry problem. The analytical tool provides a visual representation of the procedures, geometrical properties and constructs, considered as the precedent search space of the person solving the task. The analytical tool we propose visualizes the precedent search space PSTs draw on and therefore enables a culturally sensitive analysis of mathematics discourse.