Using Framing Theory to Facilitate the Influence of Collaborative Learning on Teacher Noticing: A Case of Chinese Lesson Study - Zuo (左思宇), Siyu; Qi (綦春霞), Chunxia (ECNU Review of Education, 2025)
Keywords: Collaboration; Cooperative Learning; Cultural Influences; Interviews; Mathematics Instruction; Professional development; Teachers; teacher noticing; framing theory; Chinese mathematics teachers; collaborative learning; lesson study