Professional noticing of learners' mathematical thinking as a feature of lesson study

My research was focused on how mathematics teachers employed professional noticing when they offered lessons within the lesson study context. The researcher looked at how they identify incidents that elicit learners' mathematical thinking and understanding, how they interpret and reason about such incidents, and how they respond to those incidents. The goal was to see if their responses helped learners overcome the mathematical confusions they have in order to learn the mathematical concepts.