Deepening Prospective Mathematics Teachers' Diagnostic Judgments: Interplay of Videos, Focus Questions and Didactic Categories

Autor/inn/en	Prediger, Susanne; Zindel, Carina
Titel	Deepening Prospective Mathematics Teachers' Diagnostic Judgments: Interplay of Videos, Focus Questions and Didactic Categories
Quelle	In: European Journal of Science and Mathematics Education, 5 (2017) 3, S.222-242 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Mathematics Teachers; Preservice Teachers; Intervention; Video Technology; Coding; Teacher Competencies; Diagnostic Teaching; Word Problems (Mathematics); Cognitive Processes; Hypothesis Testing; Program Effectiveness; Statistical Analysis; Foreign Countries; Questioning Techniques; Germany + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Codierung; Programmierung; Lehrkunst; Diagnostic assessment; Diagnostisches Verfahren; Textaufgabe; Cognitive process; Kognitiver Prozess; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Ausland; Befragungstechnik; Fragetechnik; Deutschland
Abstract	This article combines different conceptualizations of teachers' diagnostic competence in listening to students' mathematical thinking processes on the levels of general perspectives, noticed aspects and activated didactic categories. An empirical study of 159 prospective mathematics teachers' diagnostic judgments investigated how these levels are related and how they can be enhanced by focus question and an intervention introducing relevant categories. For this purpose 2 x 159 written diagnostic judgments, before and after short intervention, were compared with respect to general perspectives, activated categories and aspects noticed in the video. As a means of comparing, a coding scheme was developed with respect to a sound conceptualization of diagnostic competence and to interrater reliability. The comparison shows that video alone cannot enhance prospective teachers' capacities of noticing, hence the activation and reflection of didactic categories is crucial. Possible theoretical consequences for a multi-faceted conceptualization of diagnostic competence and practical consequences for teacher education courses are discussed. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01