Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking

Fadime Ulusoy; Erdinç Çakıroğlu

doi:10.29333/ejmste/92020

Full Text (PDF)

Fadime Ulusoy ¹ ^* , Erdinç Çakıroğlu ²

More Detail

¹ Kastamonu University, TURKEY² Middle East Technical University, Ankara, TURKEY^* Corresponding Author

Abstract

This study investigated how prospective teachers notice student mathematical thinking in a video-based learning environment and in analyzing students’ thinking when they conduct a research in their practice schools in the scope of a 14-week elective course program. Instructional process of the course had two phases. In the first phase, a group of eight prospective mathematics teachers analysed video cases related to students’ mathematical thinking. In the second phase, they explored actual students’ mathematical thinking through diagnostic interviews in their practice schools in order to conduct a small-scale research project. The results indicated that while prospective teachers tended to be more simplistic in analysing students’ thinking in their early video-case analyses, they came up with deeper analysis of student thinking by making sound inferences from data and proposing pedagogical strategies. Moreover, prospective teachers stated that micro-case videos functioned as a catalyst for enhancing their noticing of student thinking before conducting small-scale research projects.

Keywords

video cases
noticing of student mathematical thinking
prospective teacher
education
small-scale research projects

License

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: em1571

https://doi.org/10.29333/ejmste/92020

Publication date: 12 Jun 2018

Article Views: 3421

Article Downloads: 1666

Open Access References How to cite this article

References

Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139–147. https://doi.org/10.1093/elt/ccl053.
Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. Handbook of research on teaching, 4, 433–456.
Beckman, D. (1957). Student teachers learn by doing action research. Journal of Teacher Education, 8, 369–375. https://doi.org/10.1177/002248715700800408.
Cochran-Smith, M. (2003). The multiple meanings of multicultural teacher education: a conceptual framework. Teacher Education Quarterly, 30(2), 7–26.
Cochran-Smith, M., Barnatt, J., Friedman, A., & Pine, G. (2009). Inquiry on inquiry: practitioner research and students’ learning. Action in Teacher Education, 31(2), 17–32. https://doi.org/10.1080/01626620.2009.10463515.
Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers’ interpretations of students’ mathematical work. Journal of Mathematics Teacher Education, 3(2), 155–181. https://doi.org/10.1023/A:1009999016764.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962.
Denscombe, M., 2010. The good research guide for small-scale social research projects. London, England: McGraw Hill. Open University Press.
Dobber, M., Akkerman, S. F., Verloop, N., & Vermunt, J. D. (2012). Student teachers’ collaborative research: Small-scale research projects during teacher education. Teaching and Teacher Education, 28(4), 609–617. https://doi.org/10.1016/j.tate.2012.01.009.
Freese, A. R. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22(1), 100–119. https://doi.org/10.1016/j.tate.2005.07.003.
Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus teachers’ noticing: Affordances and opportunities. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 169–187). London, England: Routlege.
Goodnough, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Educational Action Research, 18(2), 167–182. https://doi.org/10.1080/09650791003740725.
Gray, C. (2013). Bridging the teacher/researcher divide: Master’s-level work in initial teacher education. European Journal of Teacher Education, 36(1), 24–38. https://doi.org/10.1080/02619768.2012.682648.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340.
Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford, (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do, (pp. 358–389). San Francisco, CA: Wiley & Sons.
Harrington, H. L. (1999). Case analyses as a performance of thought. In M. A. Lundeberg, B. B. Levin, & H. L. Harrington (Eds.), Who learns what from cases and how: The research base for teaching and learning with cases (pp. 29–48). Mahwah, NJ: Lawrence Erlbaum Associates.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.
Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47–61. https://doi.org/10.1177/0022487106295726.
Ingram, J. (2014). Supporting student teachers in developing and applying professional knowledge with videoed events. European Journal of Teacher Education, 37(1), 51–62. https://doi.org/10.1080/02619768.2013.801074.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
Kılıç, H., & Pekkan, Z. T. (2017). University-school collaboration as a tool for promoting pre-service mathematics teachers’ professional skills. International Journal of Research in Education and Science, 3(2), 383-394. https://doi.org/10.21890/ijres.327897.
Knight, P. T. (2001). Small-scale research: pragmatic inquiry in social science and the caring professions. London: Sage publications.
Lunenberg, M., Ponte, P., & van de Ven, P. H. (2007). Why shouldn’t teachers and teacher educators conduct research on their own practices? An epistemological exploration. European Educational Research Journal, 6(1), 13–23. https://doi.org/10.2304/eerj.2007.6.1.13.
McDuffie, A. R., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., ... Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17(3), 245–270. https://doi.org/10.1007/s10857-013-9257-0.
Megowan-Romanowicz, C. (2010). Inside out: Action research from the teacher-researcher perspective. Journal of Science Teacher Education, 21(8), 993–1011. https://doi.org/10.1007/s10972-010-9214-z.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from” Case Study Research in Education.” Jossey-Bass Publishers.
Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575. https://doi.org/10.1007/s10857-014-9294-3.
Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5(4), 293-315. https://doi.org/10.1023/A:1021251912775.
Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17-24. https://doi.org/10.1016/j.tate.2014.10.006.
National Council of Teachers of Mathematics [NCTM] (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
Parkinson, P. T. (2009). Field-based preservice teacher research: facilitating reflective professional practice. Teaching and Teacher Education, 25(6), 798–804. https://doi.org/10.1016/j.tate.2008.11.017.
Peterson, B. E., & Leatham, K. R. (2009). Learning to use students’ mathematical thinking to orchestrate a class discussion. In L. Knott (Ed.), The role of mathematics discourse in producing leaders of discourse (pp. 99–128). Charlotte, NC: Information Age Publishing.
Phelps-Gregory, C. M., & Spitzer, S. M. (2018). Developing prospective teachers’ ability to diagnose evidence of student thinking: Replicating a classroom intervention. In T. Leuders, J. Leuders, & K. Philipp (Ed.), Diagnostic Competence of Mathematics Teachers (pp. 223-240). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-66327-2_12.
Ponte, P., Ax, J., Beijaard, D., & Wubbels, T. (2004). Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators. Teaching and Teacher Education, 20(6), 571–588. https://doi.org/10.1016/j.tate.2004.06.003.
Reis-Jorge, J. (2007). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners: A longitudinal case study. Teaching and Teacher Education, 23(4), 402–417. https://doi.org/10.1016/j.tate.2006.12.007.
Roller, S. A. (2016). What they notice in video: A study of prospective secondary mathematics teachers learning to teach. Journal of Mathematics Teacher Education, 19(5), 477–498. https://doi.org/10.1007/s10857-015-9307-x.
Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140. https://doi.org/10.1007/s10857-007-9029-9.
Schack, E., Fisher, M., Thomas, J., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16, 379–397. https://doi.org/10.1007/s10857-013-9240-9.
Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (Eds.), Advances in research on teaching: Using video in teacher education (pp. 259–286). Amsterdam: Elsevier.
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York, New York: Routledge.
Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60(3), 213-230. https://doi.org/10.1177/0022487109336967.
Shulman, J. H. (1992). Teacher-written cases with commentaries: A teacher researcher collaboration. In J. H. Shulman, (Eds.), Case Methods in Teacher Education (pp. 131-155). New York: Teacher College Press.
Souto-Manning, M. (2012). Teacher as researcher: Teacher action research in teacher education. Childhood Education, 88(1), 54–56. https://doi.org/10.1080/00094056.2012.643726.
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125. https://doi.org/10.1007/s10857-007-9063-7.
Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11, 373–394. https://doi.org/10.1007/s10857-008-9079-7.
Stockero, S. L. (2014). Transitions in prospective mathematics teacher noticing. In J.-J. Lo, K. R. Leatham, & L. R. Van Zoest (Eds.), Research trends in mathematics teacher education (pp. 239–259). New York: Springer International Publishing. https://doi.org/10.1007/978-3-319-02562-9_13.
Stockero, S. L., & Van Zoest, L. R. (2013). Characterizing pivotal teaching moments in beginning mathematics teachers’ practice. Journal of Mathematics Teacher Education, 16(2), 125–147. https://doi.org/10.1007/s10857-012-9222-3.
Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384–395. https://doi.org/10.1016/j.tate.2017.01.006.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
Superfine, A. C., Fisher, A., Bragelman, J., & Amador, J. M. (2017). Shifting perspectives on preservice teachers’ noticing of children’s mathematical thinking. In E. O. Schack, M.H. Fisher, & J. A. Wilhelm (Eds), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 409–426). Springer International Publishing. https://doi.org/10.1007/978-3-319-46753-5_24.
Superfine, A. C., Li, W., Bragelman, J., & Fisher, A. (2015). Examining the use of video to support preservice elementary teachers’ noticing of children’s thinking. Journal of Technology and Teacher Education, 23(2), 137–157.
Teuscher, D., Leatham, K. R., & Peterson, B. E. (2017). From a Framework to a Lens: Learning to Notice Student Mathematical Thinking. In E. O. Schack, M.H. Fisher, & J. A. Wilhelm (Eds), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 31–48). Springer International Publishing. https://doi.org/10.1007/978-3-319-46753-5_3.
Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153-168. https://doi.org/10.1080/02607471003651672.
van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York: Routledge.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ learning to notice in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. https://doi.org/10.1016/j.tate.2006.11.005.
van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 1–23. https://doi.org/10.1080/07370008.2017.1317125.
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340 –356. https://doi.org/10.1177/0022487114534266.
Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523–550. https://doi.org/10.1007/s10857-014-9289-0.

How to cite this article

APA

Ulusoy, F., & Çakıroğlu, E. (2018). Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1571. https://doi.org/10.29333/ejmste/92020

Vancouver

Ulusoy F, Çakıroğlu E. Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking. EURASIA J Math Sci Tech Ed. 2018;14(11):em1571. https://doi.org/10.29333/ejmste/92020

AMA

Ulusoy F, Çakıroğlu E. Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking. EURASIA J Math Sci Tech Ed. 2018;14(11), em1571. https://doi.org/10.29333/ejmste/92020

Chicago

Ulusoy, Fadime, and Erdinç Çakıroğlu. "Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 11 (2018): em1571. https://doi.org/10.29333/ejmste/92020

Harvard

Ulusoy, F., and Çakıroğlu, E. (2018). Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1571. https://doi.org/10.29333/ejmste/92020

MLA

Ulusoy, Fadime et al. "Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 11, 2018, em1571. https://doi.org/10.29333/ejmste/92020