Journal article
Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases
Journal of mathematics teacher education, Vol.17(3), pp.245-270
06/2014
Handle:
https://hdl.handle.net/2376/119244
Abstract
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.
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Details
- Title
- Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases
- Creators
- Amy Roth McDuffie - Washington State University Tri-Cities 2710 Crimson Way Richland WA 99354 USAMary Foote - Queens College CUNY Flushing NY USACatherine Bolson - Washington State University Tri-Cities 2710 Crimson Way Richland WA 99354 USAErin Turner - University of Arizona Tucson AZ USAJulia Aguirre - University of Washington Tacoma Tacoma WA USATonya Bartell - Michigan State University East Lansing MI USACorey Drake - Michigan State University East Lansing MI USATonia Land - Drake University Des Moines IA USA
- Publication Details
- Journal of mathematics teacher education, Vol.17(3), pp.245-270
- Academic Unit
- Education, College of
- Publisher
- Springer Netherlands
- Identifiers
- 99900594761601842
- Language
- English
- Resource Type
- Journal article