Using Video Analysis to Support Prospective K-8 Teachers' Noticing of Students' Multiple Mathematical Knowledge Bases

Autor/inn/en	Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia
Titel	Using Video Analysis to Support Prospective K-8 Teachers' Noticing of Students' Multiple Mathematical Knowledge Bases
Quelle	In: Journal of Mathematics Teacher Education, 17 (2014) 3, S.245-270 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-013-9257-0
Schlagwörter	Video Technology; Preservice Teachers; Mathematics Teachers; Teacher Education; Methods Courses; Mathematics Instruction; Teaching Methods; Teacher Educators; Cues; Knowledge Base for Teaching; Pedagogical Content Knowledge; Elementary School Teachers; Cultural Background; Native Language; Mathematics Skills + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Stichwort; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Elementary school; Grundschule; Volksschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10