Developing prospective teachers’ noticing and notions of productive struggle with video analysis in a mathematics content course

Warshauer, Hiroko K.; Starkey, Christina; Herrera, Christine A.; Smith, Shawnda

doi:10.1007/s10857-019-09451-2

Cited by 24 publications

(12 citation statements)

References 40 publications

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“…Therefore, teacher educators can design and use students' written answers in teacher education programs in order to improve the professional noticing skills of pre-service teachers (Baldinger, 2019;Shin, 2020). Improvement was also observed in the pre-service teachers' responding skill, which was consistent with previous studies (Schack et al, 2013;Ulusoy & Çakıroğlu, 2020;Warshauer et al, 2021) even though the responding skill has been identified as the most difficult to develop compared to attending and interpreting skills (Jacobs et al, 2010). In the most of the instructional actions suggested by the pre-service teachers were grouped into the specific-detailed category even though few of the suggestions were in this category in the pre-interviews.…”

Section: Discussionsupporting

confidence: 87%

“…Although P3, who had lower noticing skills compared to P1 and P2 in the pre-interview, could not reach a robust level for all components of the noticing framework for all tasks, even four-session interventions led to improvement in her noticing skills to some extent. Thus, there is a need to provide opportunities and more time for pre-service teachers to link their knowledge to practices of attending, interpreting, and responding to students' mathematical thinking early in teaching education programs for further development of noticing skills (Warshauer et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The importance of pre-service teachers' ability to recognize significant details in students' actions in order to attend, interpret and respond to students' thinking has been emphasized by teacher educators in recent years. Hence, in the literature, there are various studies in which pre-service teachers' professional noticing skills were explored in different mathematical contents such as pattern generalization (Callejo & Zapatera, 2017); solving equations (Monson et al, 2020); derivative (Sánchez-Matamoros et al, 2015); fractions (Ivars et al, 2020); geometry (Baldinger, 2019;Ulusoy & Çakıroğlu, 2020); statistics (Shin, 2020;; exponents (Ulusoy, 2020) and arithmetic (Fisher et al, 2018;Jacobs et al, 2010;Schack et al, 2013;Warshauer et al, 2021). In these studies, researchers asked pre-service teachers to reflect on students' mathematical thinking through students' written work (Baldinger, 2019;Callejo & Zapatera, 2017;Ivars et al, 2020;Monson et al, 2020;Sánchez-Matamoros et al, 2015;Shin, 2020), class videos (Shin, 2021;Ulusoy, 2020;Warshauer et al, 2021) and video excerpts of clinical interviews (Fisher et al, 2018;Schack et al, 2013;Ulusoy & Çakıroğlu, 2020;Warshauer et al, 2021), or both student work and video clips (Jacobs et al, 2010).…”

Section: Rationale Of the Studymentioning

confidence: 99%

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Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Işıksal-Bostan

2021

EUR J SCI MATH ED

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This study examined how the levels-of-sophistication framework supports pre-service mathematics teachers' professional noticing of students' reasoning about length measurement. Three pre-service teachers were asked to analyse students' written solutions in the tasks that reflected different characteristics of students' reasoning before and after participating in an intervention based on the "Levels of Sophistication in Students' Reasoning about Length" (Battista, 2006) conceptual framework The findings indicated that the levels-of-sophistication framework enabled the pre-service teachers to give their full attention to students' mathematical understanding and to provide proper instruction to support students' learning and hence, it had a significant role in the improvement of the professional noticing skills of these pre-service teachers. Thus, it is suggested that the levels-of-sophistication framework can be used to support pre-service teachers' professional noticing skills and to better prepare them to teach length measurement based on students' reasoning.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Rationale Of the Studymentioning

confidence: 99%

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Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Işıksal-Bostan

2021

EUR J SCI MATH ED

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“…A series of studies in middle school mathematics classrooms showed that students' struggle around uncertainty is a critical component to learning mathematics deeply (Warshauer, 2015;Warshauer et al, 2021). The authors suggested that teachers should design cognitively demanding tasks embedded with uncertainty to explicitly address and support student struggles to actively connect prior and new knowledge to the learning task.…”

Section: Uncertainty Leading To Productive Strugglementioning

confidence: 99%

Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development

Chen

2021

J Res Sci Teach

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There is a considerable amount of research on the nature and effectiveness of modeling as applied to student learning in science. However, few studies have examined the role of students' epistemic uncertainty in modeling and how teachers collaborate with students to recognize and utilize it as a pedagogical resource to support productive struggle for the co-development of scientific knowledge. This single case study focuses on how one fifth-grade teacher and her students used epistemic uncertainty as a resource to engage in modeling as they co-developed knowledge through building, revising, and finalizing models. Data were collected 16 lessons across 4 weeks when students learned the role of the respiratory system in the breathing process. Multiple strategies to manage students' epistemic uncertainty for productive struggle were identified across four phases of modeling. Phase 1, Problematizing a phenomenon: using student epistemic uncertainty to contextualize and format a problem, Phase 2, Material practice: recognizing and supporting student epistemic uncertainty that may cause struggle, failure, and opportunity for rebuilding a model, Phase 3, Argumentative practice: critiquing and decomposing student epistemic uncertainty to find possible solutions, and Phase 4, Conceptualizing theory and application of final models:

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“…Multiple studies have highlighted the potential of using videos to enhance the noticing skills of both teachers and PTs (Ozdemir Baki & Kilicoglu, 2021;Paksuniemi et al, 2021;Schäfer & Seidel, 2015;Sherin & van Es 2009;Shin, 2019;Woods, 2021). However, the development of PTs' noticing skills depends on integrated strategies that guide the use of videos in teacher education context (Uygun, 2020;Warshauer et al, 2019). In those settings, research has been carried out about the PTs' professional vision regarding how they understand instructional principles and strategies based on generic pedagogical knowledge (PK) (Schäfer & Seidel, 2015;Seidel & Stürmer, 2014), and also how the PTs' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) can support their noticing skills (Liston, 2015).…”

Section: Introductionmentioning

confidence: 99%

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

Rodrigues

Oliveira

Cyrino

2022

IJEMST

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The present study aims to understand how the professional vision of prospective teachers (PTs) regarding whole-class reflective discussion develops as they explore a multimedia case (MC) in a mathematics teacher education course. The data come from the written productions of seven groups of PTs (N=15) related to whole-class discussion of one 6th grade lesson in two sections of the MC: first, they have focused on the teacher’s lesson plan and on her intentions for the whole-class discussion aiming at the students’ algebraic thinking; and in the second, they have analysed two video episodes of that lesson phase. The results show an integrated development of two processes of PTs’ professional vision – noticed events and the nature of the reasoning about them – with significant evolution from one section to another as they explore the MC. The study shows PTs’ alternative ways of accessing and making sense of the complexity of both ambitious and authentic teaching practices that can also be employed in at distance teacher education and mitigate the consequences of the impossibility to access the classrooms, such as that resulting from the recent COVID-19 pandemic.

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Developing prospective teachers’ noticing and notions of productive struggle with video analysis in a mathematics content course

Cited by 24 publications

References 40 publications

Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

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