Mathematical Opportunities: Noticing and Acting

Doğan, Oğuzhan; Kılıç, Hülya

doi:10.15390/eb.2019.7593

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…These three skills are paying attention to the student's strategies, interpreting student thinking, and deciding how to respond based on students' understanding. Noticing the SMT goes beyond identifying the events that the student makes right or wrong (Doğan & Kılıç, 2019) and allows teachers to structure their own teaching knowledge based on student thinking (Mason, 2021).…”

Section: Teacher Noticingmentioning

confidence: 99%

Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

ÖZDEMİR BAKİ,

AKGÜN

2024

Turkish Journal of Education

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Video clubs, which are accepted as one of the video-based professional development models, are environments where teachers come together to analyze class videos and develop discourses based on these analyses. This study aims to examine the development of secondary school mathematics teachers' skills to notice student mathematical thinking through a video club design. The study was conducted in the context of a video club with five secondary mathematics teachers that lasted for 12 weeks. The data collection tools of the research, which use the case study from qualitative research designs are video club discussion meetings, written notes taken by teachers while monitoring video lessons and reports containing reflective opinion. The data obtained were analyzed in a theoretical framework. The findings reveal that teachers participating in the video club process focused more on student thinking in the actor dimension, adopted an interpretive analytical approach based on student mathematical thinking in the following weeks and presented pedagogical suggestions based on student thinking by detailing their interpretations. In addition, the findings indicate that the transitions between dimensions that teachers noticed may be related. Research results support that the video club is an efficient process for improving teachers' noticing skills.

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Section: Teacher Noticingmentioning

confidence: 99%

Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

ÖZDEMİR BAKİ,

AKGÜN

2024

Turkish Journal of Education

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“…Despite this, research on prospective teachers' skill of responding according to students' mathematical thinking is limited. Some of these studies were conducted to construct a response rubric (Land et al, 2018;Milewski & Strickland, 2016), while others explored teachers' responses based on students' mathematical thinking (Casey et al, 2018;Crespo, 2002;Doğan & Kılıç, 2019;Rach, Ufer, & Heinze, 2013;Son, 2013;Son & Sinclair, 2010). Thus, it would be significant to investigate prospective teachers' professional noticing skills focusing on the types of their responses.…”

Section: Rationale Of the Studymentioning

confidence: 99%

“…In recent years, many research studies have been conducted to investigate teachers' responses to students with correct understanding or incorrect understanding (Casey, Lesseig, Monson, & Krupa, 2018;Doğan & Kılıç, 2019;Jacobs, Lamb, Philipp, & Schappelle, 2011;Land, Tyminski, & Drake, 2018;Son, 2013;Son & Sinclair, 2010). However, the number of research studies on teachers' responses to students having correct and incorrect understanding is limited.…”

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Instructional Responses on the basis of Students’ Functional Thinking: The Context of Pattern Generalization

Özel¹,

Işıksal-Bostan²,

Sitrava³

2022

IJMTL

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This qualitative case study aimed to investigate prospective middle school mathematics teachers’ instructional responses on the basis of the students’ correct and incorrect functional thinking within the context of pattern generalization. The data were collected from thirty-two prospective teachers through a written task and semi-structured interviews and analyzed with open coding. The findings of the study revealed that most of the prospective teachers could support the functional thinking of the student who had an incorrect solution. However, they could not extend the student’s functional thinking of those who reached the correct solution. Instead, they asked student to do another similar drill or provided a general response to the student with the correct solution without extending their functional thinking.

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Teachers' approaches to student errors in mathematics teaching and noticing of their approaches

ÖZDEMIR BAKI,

ÖZKAYA,

KONYALIOĞLU

2022

ADN

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The aim of this study is to examine the error approach of middle school teachers and their noticing of their approaches. The study was designed as a case study, which is a qualitative research method, and conducted through four middle school mathematics teachers during the pandemic. The data regarding the study were gathered via in class video records and online interviews with the teachers. The videos from the lectures of middle school mathematics teachers were segmented and analysed, hence, their approaches to student errors were identified. Moreover, noticing of the participant teachers on their and their peers' approach were investigated by means of online interviews. The findings of the research indicated the participant teachers mostly opt for the intervention approaches that fall into the category of questioning, and they make delineative and explanatory comments concerning their approaches. Furthermore, it has been observed that the teachers reached deductions through the evaluation of their own approaches, however, most of the time they recommended their own error approaches to the students as an educatory proposition.

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Mathematical Opportunities: Noticing and Acting

Cited by 3 publications

References 11 publications

Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

Prospective Teachers’ Instructional Responses on the basis of Students’ Functional Thinking: The Context of Pattern Generalization

Teachers' approaches to student errors in mathematics teaching and noticing of their approaches

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