Capturing Disappearing Data and Strategy Development

Roller, Sarah A.; Cunningham, Elizabeth P.; Marin, Katherine Ariemma

doi:10.5951/teacchilmath.25.6.0382

Cited by 4 publications

(5 citation statements)

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“…Many studies (see Amador et al, 2021) have demonstrated the value of video, and written work (e.g., Monson et al, 2020) as artifacts of students' mathematical thinking. This study corroborates Roller et al' (2019a, 2019b) and Marin et al' (2020) work indicating that photographs are valuable artifacts of students' thinking. In this research, there is evidence that photographs taken during work with students in field experiences, proved to be useful artifacts of student thinking and provided evidence that informed PSTs' noticing of students' mathematical thinking.…”

Section: Discussionsupporting

confidence: 90%

“…Photographs are particularly helpful during a task as a means to capture students' work with manipulatives that will disappear at the conclusion of a lesson (Roller et al, 2019b; Tapper, 2012). Photographs can also be used to document student understanding (Krechevksy et al, 2013) and as formative assessment data to inform instructional decisions (Marin et al, 2020; Roller et al, 2019a). Therefore, when PSTs use photographs for noticing, they are honing an important skill and engaged in realistic approximations of practice (Grossman et al, 2009).…”

Section: Teacher Noticingmentioning

confidence: 99%

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What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle

Dyess,

Marin,

Cunningham

2024

School Sci & Mathematics

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Noticing is an essential skill for all teachers of mathematics. Mathematics teacher educators have utilized a variety of tools to practice and develop preservice teachers' (PSTs') ability to notice, which we extend to include photographs and learning trajectories. This article explores PSTs' noticing skills by analyzing work samples from a methods course assignment that examined teacher noticing and planning for future instruction. The work samples were analyzed using structural coding. Results indicate that PSTs can: (a) notice students' mathematical thinking in photographs they captured; (b) attend to and interpret the mathematics in photographs, but need additional support to consider how to respond to the mathematical thinking; and (c) use learning trajectories or progressions to help them notice, but there is less evidence of them using learning trajectories or progressions as a tool to respond to students' mathematical thinking. Implications for mathematics teacher education and future research are considered.

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Section: Discussionsupporting

confidence: 90%

Section: Teacher Noticingmentioning

confidence: 99%

What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle

Dyess,

Marin,

Cunningham

2024

School Sci & Mathematics

Self Cite

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“…Building consistency between the instructional pillars of STEM education and the assessment models/tools used requires effort from both teachers and curriculum developers [5,6]. The different models of assessment described by the teachers, especially in the capstone, provide partial alignment with the goals of STEM education, if implemented as intended.…”

Section: Discussionmentioning

confidence: 99%

“…Advocates argue that STEM provides a vehicle for preparing the 21st century workforce, in terms of both necessary skills and knowledge [2]. Effective STEM learning requires that both assessment and learning processes are integrated by both teachers and curriculum developers in an organic and complementary relationship [3][4][5][6]. However, difficulties exist because of tensions between classroom assessments whose primary aim is students' learning and intellectual development and standardized tests that target ranking students [7].…”

Section: Introductionmentioning

confidence: 99%

Reality vs. Expectations of Assessment in STEM Education: An Exploratory Case Study of STEM Schools in Egypt

Nagdi

Roehrig

2022

Education Sciences

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In this exploratory case study, the assessment methods planned and used in Egyptian STEM schools were explored. The purpose of the study was to explore the relationship between the ideals provided in STEM education both from research and policy documents and the actual assessment strategies used both at the classroom and state level in order to understand the alignment between the proposed lofty goals of STEM and the modes of assessment actually used. Teachers in Egyptian STEM schools were surveyed and interviewed to explore this relationship. Samples of their assessments were also examined. Teachers were found to have been using two mutually exclusive models of assessment; a set of assessments at the disciplinary level and another set at multidisciplinary level including, but not restricted to, project and problem learning, inquiry, and reflective journaling. The study revealed partial alignment between expectations and reality of assessment in Egyptian STEM schools.

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“…Many researchers have reported growing understanding of the subject being taught when using photography as an assessment or evaluation tool. Photographs have helped teachers to uncover and analyze overlooked student work, document student understanding, and enhance lesson planning in mathematics (Roller et al, 2019).…”

Section: Photography As Assessment and Evaluation Toolmentioning

confidence: 99%

The potential of photography for mathematics education and research–A literature review

Oksanen,

Hannula,

Laine

2024

INT ELECT J MATH ED

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This literature review examines the use of photography in educational research and in education, to learn how photography could be better used in teaching and learning mathematics and mathematics education research. The authors analyzed 125 publications published between 1975 and 2023 to identify different research methods and teaching solutions that utilize photography. Within educational research two main approaches that are often used combined were photo-elicitation (photographs are used in an interview as a stimulus) and photovoice (taking photographs is a way the participant communicates their perspective). Mathematics education research could also combine these methods, for example in identity research. Our findings regarding teaching show that photographs have an important role in connecting mathematics to the real world and for visualizing mathematics. The best way to engage students is when they take photographs of themselves as a starting point to mathematical activity. Based on this review we identify future exploratory directions and various research gaps.

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Capturing Disappearing Data and Strategy Development

Abstract: Use photographs as a formative assessment tool.

Cited by 4 publications

References 0 publications

What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle

What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle

Reality vs. Expectations of Assessment in STEM Education: An Exploratory Case Study of STEM Schools in Egypt

The potential of photography for mathematics education and research–A literature review

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