Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).

Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).

Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in mathematics education examines how with Web 2.0 tools, learners can coordinate both content and social resources as they discuss their mathematical ideas and problem solve.