教师关注是教师对教学的相关元素以教学实践的视阈进行认知的过程，是将内在特质转化为教学实践行为的中介。本研究聚焦于数学教师教学设计过程中的关注及其后续的课堂教学，它是教师在课前关注到教学设计中的重要元素，并作出解释的过程。研究中提出的两个研究问题是：（1）数学教师教学设计过程中的教师关注有怎样的特点？（2）在教学设计过程中的教师关注具有不同特点的数学教师，他们在教学方面存在怎样的差异？本研究使用扎根理论建立教师关注的分析框架，并选择了两位不同关注方式的教师为个案，以关键教学行为为着手点分析其教学的差异。研究有以下发现：（1）在课前，数学教师注意到教学设计中的多个焦点，并从“学生—数学—教学”和“描述—解释—预期”两个维度对焦点的重要性进行解释。（2）在课前采用不同关注方式的数学教师，在他们的教学方面也会存在差异。具体地，在本研究的个案中，在课前具有“学生—预期”倾向的L老师，在教学中会将更多的时间和话语放在学生活动和师生互动上，并提出更多的问题；而在课前具有“数学—解释”倾向的T老师，在教学中则会将更多的时间和话语投入教师讲解中，并且倾向于提出高数学认知要求的问题。

Teachers' noticing is a process in which teachers cognize the certain elements of teaching from the perspective of teaching practice, and it is also an intermediary to transform the inherent characteristics into teaching practice. This study focuses on the noticing of mathematics teachers to instructional design and the subsequent classroom teaching, a process in which a teacher notices the important elements of instructional design before teaching and then makes explanations. The two research questions raised in this study are :(1) what are the characteristics of the noticing of mathematics teachers in the process of teaching planning? (2) what are the differences in classroom teaching of mathematics teachers with different characteristics of noticing in the process of teaching planning? In this study, grounded theory was used to establish an analytical framework for teachers' professional noticing, and two teachers with different noticing styles were selected as cases to analyze the differences in classroom teaching based on key teaching behaviors. The research has the following findings :(1) before class, mathematics teachers pay attention to multiple focuses in teaching design, and explain the importance of focus from the two dimensions of "student-math-teaching" and "description -- explanation -- expectation". (2) mathematics teachers who adopt different noticing methods in the process of teaching planning before class may also have differences in their classroom teaching. Specifically, in the case study of this paper, teachers with the tendency of "student-expectation" before class will spend more time and discourse on student activities and teacher-student interaction in classroom teaching and raise more questions. However, another teacher who had the tendency of "math-explanation" before class would devote more time and discourse to the teacher's explanation in classroom teaching, and tend to raise questions with high cognitive requirements of mathematics.