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

Abstract

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.

Exploring prospective teachers’ noticing of students' understanding through micro-case videos

“…Considering the limitations of classroom video cases, we believe that the production and use of micro-case video clips (MCVCs) can be an effective alternative approach to foster prospective teachers' professional noticing skills. Micro-case video clips are educational video cases that involve a collection of specifically selected and edited cases related to an individual learner's thinking process on a particular content-related task or a problem situation in a non-classroom environment (Ulusoy 2020;Ulusoy and Çakıroğlu 2018). Evidence from prior studies suggests that micro-case videos functioned as a catalyst for prospective teachers to improve their noticing skills of students' thinking in their one-onone mathematical interactions with students at schools (Ulusoy and Çakıroğlu 2018).…”

“…Micro-case video clips are educational video cases that involve a collection of specifically selected and edited cases related to an individual learner's thinking process on a particular content-related task or a problem situation in a non-classroom environment (Ulusoy 2020;Ulusoy and Çakıroğlu 2018). Evidence from prior studies suggests that micro-case videos functioned as a catalyst for prospective teachers to improve their noticing skills of students' thinking in their one-onone mathematical interactions with students at schools (Ulusoy and Çakıroğlu 2018). In this study, we used micro-case videos to explore professional noticing skills of prospective middle school mathematics teachers in the context of geometry, more specifically in trapezoids.…”

Examining Pre-Service Mathematics Teachers’ Noticing Skills

“…Son yıllardaki öğretmen eğitimi araştırmalarında fark etme becerisine büyük ilgi gösterildiği görülmektedir (Amador, Estapa, Araujo, Kosko & Weston, 2017;Lee, 2018;Ulusoy & Çakıroğlu, 2018;Wallin & Amador, 2018). Yapılan araştırmalarda özellikle öğretmenin fark etme becerisinin gelişimi son derece önemsenmekte ve bu becerinin öğretmenin mesleki gelişimine yapacağı katkı ortaya konulmaktadır (Mitchell & Marin, 2015;Roller, 2016;Simpson & Haltiwanger, 2017;Wallin & Amador, 2018).…”

“…Araştırmalarda öğretmen adaylarının fark etme becerilerini geliştirme sürecinde videoların kullanılabileceği vurgulanmaktadır (Sherin & van Es, 2005;Star & Strickland, 2008;Tripp & Rich, 2012; van Es & Sherin, 2002). Ancak öğretmen adayları 40-45 dakikalık uzun bir video izlediğinde sıkılabilir ve öğrenci düşüncesi ile ilgili bazı detayları fark etmeyebilir (Ulusoy, 2018;Ulusoy & Çakıroğlu, 2018). Bu nedenle araştırmalarda videolardan yararlanılırken videonun amaç doğrultusunda kesilmesi ve kesilen parçaların farklı şekillerde yeniden düzenlenerek öğretme ve öğrenmeye daha fazla odaklanmayı sağlayan esnek ve eğitimsel açıdan güçlü bir yapıya dönüştürülmesi önerilmektedir (Star & Strickland, 2008;Ulusoy, 2018).…”

Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China

“…However, in application-oriented universities, the failure rate of advanced mathematics examinations is very high, and many students are even afraid of advanced mathematics. Faced with this dilemma, many schools [as shown in references (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12) and their related references] have taken action to reform the teaching of advanced mathematics.…”