Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking

Alison Superfine; John Bragelman

doi:10.29333/ejmste/99501

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Alison Superfine ¹ ^* , John Bragelman ¹

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¹ University of Illinois at Chicago, Chicago, Illinois, USA^* Corresponding Author

Abstract

Despite the growing research base on preservice teacher noticing of children’s mathematical thinking in video, few, if any studies consider the complex nature of the video representations themselves. Drawing from cognitive load theory, we developed a rubric to code the complexity of the salient teaching and learning events captured in video, and analyzed the relationship between video complexity and preservice teacher (n = 233) noticing. Results indicate that two categories significantly highlight children’s mathematical thinking and two categories significantly mask children’s mathematical thinking for preservice teachers. We discuss the implications of these results for the design of our instructional platform and other video-based learning environments used in preservice teacher education settings.

Keywords

cognitive load
preservice teacher education
teacher noticing
video

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 11, November 2018, Article No: em1650

https://doi.org/10.29333/ejmste/99501

Publication date: 31 Oct 2018

Article Views: 2884

Article Downloads: 1272

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How to cite this article

APA

Superfine, A., & Bragelman, J. (2018). Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1650. https://doi.org/10.29333/ejmste/99501

Vancouver

Superfine A, Bragelman J. Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking. EURASIA J Math Sci Tech Ed. 2018;14(11):em1650. https://doi.org/10.29333/ejmste/99501

AMA

Superfine A, Bragelman J. Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking. EURASIA J Math Sci Tech Ed. 2018;14(11), em1650. https://doi.org/10.29333/ejmste/99501

Chicago

Superfine, Alison, and John Bragelman. "Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 11 (2018): em1650. https://doi.org/10.29333/ejmste/99501

Harvard

Superfine, A., and Bragelman, J. (2018). Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1650. https://doi.org/10.29333/ejmste/99501

MLA

Superfine, Alison et al. "Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 11, 2018, em1650. https://doi.org/10.29333/ejmste/99501