Abstract
The article explores how future mathematics teachers (n = 26) at the end of their master studies notice moments in a lesson deemed important by experts and looks into their knowledge-based reasoning. A reflective task was given to the students and their written observation about the videoed mathematics lesson was compared against the expert analysis of the lesson.
While all students commented on at least one important moment (the median was 3.5, expert rate 6), a third of their comments about these moments was of a subjective evaluation nature. They were mostly unable to provide a theoretical justification for their opinions.
On the other hand, most students were able to suggest an alternative action to what they observed in the important moments of the lesson.