The recent and popular "Maker" movement worldwide has revived conversations about creativity, hands-on "Making," arts and design, humans with tools and digital experiences beyond the flat-screen. However, such conversation mainly revolved outside the realm of formal education. This article presents two learning tasks, one in upper primary (age 10-11) and one in lower secondary (age 12-13), which integrate "Making" and 3D computer-aided design (CAD), thereby facilitating Science, Technology, Engineering, and Mathematics (STEM) learning in mathematics classrooms. By adopting a design-based research methodology, we examine students' mathematics learning with respect to dissecting and forming 2D shapes and volume of composite solids with the use of 3D CAD and the kinds of integrated STEM learning practices they demonstrated in the activities. Qualitative data were collected in the form of videos of the students' communication and screenshots of their initial and final designs as they engaged with the 3D CAD environment, as well as students' written reflections and teachers' lesson analysis. Results showed that the students used 3D CAD to develop spatial skills and to achieve mathematics learning far beyond using formulae and performing procedures. The learning activities also enabled an integrated STEM learning experience in productive and unobtrusive ways.Correction added on 10 August 2018, after first online publication: the age range of upper primary and lower secondary in the Abstract have been corrected.

We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers’ noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally identified as important or noteworthy in the video. Moreover, we employ thematic analysis to delve deeper into the participants’ interpretations and decisions in relation to using 3D Pens for teaching and learning mathematics. Our findings have implications for teachers’ professional development in the area of technology integration especially in terms of their realisation of the affordances of novel‐to‐them technologies. We also report methodological and conceptual contributions towards teacher noticing. What is already known about this topic Various frameworks have been proposed for conceptualising teachers’ expertise in technology‐rich pedagogies; however, few have addressed teachers’ initial experience of adopting a novel‐to‐them technology in subject teaching. In teacher education, the method of video‐based noticing has been widely undertaken in the last two decades to help preservice and in‐service teachers visualise complex classroom situations and interpret classroom events. What this paper adds This study investigates what in‐service mathematics teachers find significant, the pedagogical considerations they make and their professional development in integrating technologies for teaching and learning mathematics. Particularly, video‐based noticing is used as a means for facilitating teachers’ professional growth through realising the affordances of 3D Printing Pens in mathematics education. Implications for practice and/or policy This study provides qualitative evidence that video‐based noticing was productive in facilitating teachers’ technological, pedagogical and content knowledge (TPACK), in particular, in realising the educational affordances of a novel‐to‐them technology. The videos captured the dynamic process of students’ drawing with 3D Pens “in action” rather than merely capturing their final products in a static manner, which facilitated the teachers’ reflections about the evolution of students’ mathematical thinking.

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