Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases

McDuffie, Amy Roth; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia; Bartell, Tonya Gau; Drake, Corey; Land, Tonia J.

doi:10.1007/s10857-013-9257-0

Cited by 134 publications

(88 citation statements)

References 20 publications

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“…The responses were significantly more specific after the intervention. To sum up, the study suggested a markedly similar shift in attention to that seen in other studies (e.g., Mitchel and Marin 2015) except for interpretation, which has been reported to increase in some studies (e.g., Stockero 2008;Roth McDuffie et al 2014).…”

Section: Results Of Video-based Interventions and Our Previous Worksupporting

confidence: 81%

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Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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Section: Results Of Video-based Interventions and Our Previous Worksupporting

confidence: 81%

“…For example, only used one video of the whole mathematics lesson, while used three and Alsawaie and Alghazo (2010) used 10. Others (e.g., Blomberg et al 2014;Roth McDuffie et al 2014) used video clips only. Some also used videos of interviews with individual pupils (e.g., Santagata and Guarino 2011;.…”

Section: Structure Of Video-based Interventionsmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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“…An example is the Mathematical Quality of Instruction (MQI) analysis framework (Mitchell and Marin 2015), which utilises aspects such as teacher mathematical error or imprecision, use of mathematics with pupils, cognitive demand of task and student work with mathematics. Roth McDuffie et al (2014) 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 et al 2007;Santagata and Angelici 2010;Santagata and Guarino 2011;Santagata and Yeh 2014;Yeh and Santagata 2014).…”

Section: Structure Of Video-based Interventionsmentioning

confidence: 99%

“…For example, Santagata and Angelici (2010) only used one video of the whole mathematics lesson, while Santagata et al (2007) used three and Alsawaie and Alghazo (2010) used 10. Others (e.g., Blomberg et al 2014;Roth McDuffie et al 2014) used video clips only. Some also used videos of interviews with individual pupils (e.g., Santagata and Guarino 2011;Yeh and Santagata 2014).…”

Section: Structure Of Video-based Interventionsmentioning

confidence: 99%

The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers

Vondrová

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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The article focuses on the professional vision of pre-service mathematics teachers. Drawing on literature about its development in video-based interventions, the article focuses on the effect of a video-based intervention on pre-service teachers' (n = 32) knowledge-based reasoning as a component of professional vision. The intervention had features compatible with situated cognition learning theory. The participants' knowledge-based reasoning was tracked in participants' written reflections on mathematics lessons shown on video before and after the intervention. An important feature of the intervention lies in balancing the videos to avoid the learning effect and a possible influence of the video content. The study showed a decrease in subjective judgments and negative comments about the lessons; however, there was a decrease rather than increase in higher-level interpretations. Possible reasons for this are discussed against results of similar intervention studies. Implications for teacher education are given.

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“…In recent years, researchers have begun to use video cases to support prospective teachers' noticing of student thinking (McDuffie et al, 2014;Mitchell & Marin, 2015;Santagata, Zannoni, & Stigler, 2007;Schack et al, 2013). They argue that video cases afford more time for teachers to attend, interpret, and respond to what they are observing with a narrower and more focused ways of classroom interactions within a learning community.…”

Section: Introductionmentioning

confidence: 99%

Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking

Ulusoy

Çakıroğlu

2018

EURASIA J MATH SCI T

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This study investigated how prospective teachers notice student mathematical thinking in a video-based learning environment and in analyzing students' thinking when they conduct a research in their practice schools in the scope of a 14-week elective course program. Instructional process of the course had two phases. In the first phase, a group of eight prospective mathematics teachers analysed video cases related to students' mathematical thinking. In the second phase, they explored actual students' mathematical thinking through diagnostic interviews in their practice schools in order to conduct a small-scale research project. The results indicated that while prospective teachers tended to be more simplistic in analysing students' thinking in their early video-case analyses, they came up with deeper analysis of student thinking by making sound inferences from data and proposing pedagogical strategies. Moreover, prospective teachers stated that micro-case videos functioned as a catalyst for enhancing their noticing of student thinking before conducting small-scale research projects.

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Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases

Cited by 134 publications

References 20 publications

Invited Lectures from the 13th International Congress on Mathematical Education

Invited Lectures from the 13th International Congress on Mathematical Education

The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers

Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking

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