Learning to teach mathematics and to analyze teaching effectiveness: evidence from a video- and practice-based approach

Invited Lectures from the 13th International Congress on Mathematical Education

“…Roth provided participants with 'four lenses of analysis of lessons' (namely, teaching, learning, task, and power and participation). The Lesson Analysis Framework draws attention to four aspects of the lesson and particularly to connections between them: the learning goal of the lesson, pupils' learning, specific and instructional activities and alternative strategies Santagata and Guarino 2011;Santagata and Yeh 2014;. Participants in Star and Strickland (2008) study used a 'five observation categories framework' to observe a lesson, namely, classroom environment, classroom management, tasks, mathematical content and communication.…”

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher’s Reflection on Teaching and Post-Teaching Supervision Discussion—A Case Study from Finland

“…To our knowledge, however, only a few studies examine pre-service elementary teachers analyzing their own mathematics teaching together with their supervising teachers supported by the use of video. For example, Santagata and Yeh (2013) explored the ways in which a video-and practice-based course may affect pre-service teachers' teaching and analysis of it, and showed that such a course helped display pre-service teachers' thinking and conduct evidence-based lesson analysis. In addition, Bartell, Webel, Bowen and Dyson (2013) showed that with the use of video, pre-service teachers' analysis of pupils' learning improved.…”

“…Indeed, what is being taught and how in teacher education often create a gap between studies and teaching practice. As Santagata and Yeh (2013) pointed out, there is a need for a stronger link between university courses and practice teaching. In addition, when pre-service teachers practice their teaching in field schools, they are often provided with a mismatch between theory and practice, and they often conclude that university courses do not provide them with useful knowledge.…”

“…In the context of mathematics education, the use of video has been shown to be beneficial for in-service mathematics teachers as a means of continuing their professional development (Borko, Jacobs, Eiteljorg, & Pittman, 2008;Sherin & Han, 2004;van Es & Sherin, 2008). The use of video has also been shown to be beneficial for pre-service elementary and pre-service mathematics teachers, allowing them to analyze their own and others' teaching (Santagata & Yeh, 2013;Sherin & van Es, 2005;Star & Strickland, 2008).…”

Towards ambitious teaching: using video to support future teachers reasoning about evidence of student learning

“…Initial evidence I have gathered in two different projects leads me to believe that pre-service teachers, who have developed analysis dispositions and skills, adopt teaching practices that are more aligned to ambitious math teaching than pre-service teachers who have not been exposed to systematic analysis of teaching (Santagata, 2013;Santagata & Yeh, 2013).…”