Learning to notice important student mathematical thinking in complex classroom interactions
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TLDR
In this article, the authors present an intervention grounded in analysis of minimally edited video from local secondary school mathematics classrooms; the goal was to support their ability to notice important student thinking within the complexity of instruction.About:
This article is published in Teaching and Teacher Education.The article was published on 2017-04-01 and is currently open access. It has received 79 citations till now. The article focuses on the topics: Cognitively Guided Instruction & Student engagement.read more
Citations
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Articulating Design Principles for Productive Use of Video in Preservice Education
Hosun Kang,Elizabeth A. van Es +1 more
TL;DR: Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators' pedagogical decision making, particularly in the context of preservice as discussed by the authors.
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Mathematics teacher learning to notice: a systematic review of studies of video-based programs
Rossella Santagata,Johannes König,Thorsten Scheiner,Ha Nguyen,Ann-Kristin Adleff,Xinrong Yang,Gabriele Kaiser +6 more
TL;DR: Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence as mentioned in this paper, and the field has examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators.
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Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing
TL;DR: This paper examined the relationship between teachers' noticing and teachers' knowledge as an influential basis of their professional noticing and found that the different components of teacher knowledge influence teacher noticing differently, and that the sub-facets of teachers’ noticing, such as interpretation and decision-making, have a stronger correlation with teachers knowledge than the subfacet perception.
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Classroom complexity affects student teachers’ behavior in a VR classroom
TL;DR: How features of the classroom environment can affect student teachers’ noticing of and reaction to disruptions is revealed and the functionality of the VR environment is extended from a teacher training tool to a testbed of fundamental classroom processes that are difficult to manipulate in real-life.
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Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video:
TL;DR: This article explored the use of a new format (360 video) in the context of preservice teachers' professional development and found that 360 video can be used as a representation of practice in teacher education.
References
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Content Knowledge for Teaching: What Makes It Special?
TL;DR: In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.
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Professional Development and Teacher Learning: Mapping the Terrain
TL;DR: Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
Data Management and Analysis Methods
Gery W. Ryan,H. Russell Bernard +1 more
TL;DR: In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science as mentioned in this paper, which is what we use in this paper.
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The Work of Teaching and the Challenge for Teacher Education
TL;DR: The authors argue that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of teachers' preparation for the work of teaching.