The building of pre-service primary teachers’ knowledge of mathematics teaching: interaction and online video case studies

Abstract

This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The data can be explained by the type of task set in the learning environments and by a gradually improved shared understanding of the teaching. The structure of the learning environments supported inquiry into meaningful topics and knowledge-building through activities like identifying, interpreting and designing. These findings suggest that the different types of task and conditions of online discussion in the learning environments influence the nature of the interaction showing the correspondence between synergistic interaction and higher-order thinking.

Video viewing in teacher education and professional development: A literature review

“…As an example, a video can be viewed as a class activity (Koc, 2011;Rosaen et al, 2010a) or as a distance-learning activity (Karsenti & Collin, 2011;Krammer et al, 2006), live (Mitchell, Marsh, Hobson, & Sornsen, 2008;Whyte, 2011) or recorded (Kleinknecht & Schneider, 2013;Wang, 2013), as an occasional activity (Calandra et al, 2008;Tripp & Rich, 2012a) or as part of regular activities (Santagata, 2009;, and alone (Star & Stirkland, 2008;van den Berg, 2001) or in a group (Borko et al, 2008;van Es, 2012). Video viewing is also sometimes combined with other technologies such as electronic portfolios (Cooper, 2015;Fadde et al, 2009), online discussions (Koc, Peker, & Osmanoglu, 2009;Llinares & Valls, 2009;Yamamoto & Hicks, 2007), video-conferencing (Dyke, Harding, & Liddon, 2008;Marsh et al, 2009;Wiesemes & Wang, 2010), "multimodal resources": digital pictures and texts (Roche & Gal-Petitfaux, 2015), DVD and CD-ROM (Chan & Harris, 2005;Yung et al, 2007), TV programmes, 5 or web platforms 6 (Aub e, David, Cantin, & Meyer, 2003;Baecher & Kung, 2011;Leblanc & Ria, 2014). However, the number of tools remains limited due to the high time investment required, particularly for organization and management (Krammer et al, 2006), and the high cost (Koc, 2011).…”

“…With few exceptions (e.g., Yadav et al, 2009), most studies nevertheless underline the many benefits of video viewing (Calandra & Brantley-Dias, 2010;Tripp & Rich, 2012a;Wang & Hartley, 2003). Llinares and Valls (2009) (citing Wells, 2002) note that programs using video encourage "not just the development of the learner's meaning potential, conceived as the construction of discipline-based knowledge, but the development of the resources of action, speech, and thinking that enable the learner to participate effectively and creatively in further practical, social and intellectual activity" (p. 268). Among the most significant benefits are heightened motivation, optimized selective attention and knowledge-based reasoning, and improved classroom practice.…”

“…First, videos give PTs and ITs greater access to classroom events than classic observation (Ball & Cohen, 1999;Welsch & Devlin, 2006) without sacrificing "authenticity" (Lemke, 2007;Roche & Gal-Petitfaux, 2014;Sherin, 2004;Spiro, Collins, & Ramchandran, 2007). This method thus constitutes a choice "artifact of practice" (Borko, Jacobs, Eiteljorg, & Pittman, 2008;Llinares & Valls, 2009) that creates a link between the traditional theoretical education at the university and classroom practice (Cannings & Talley, 2003;Karsenti & Collin, 2011;Richardson & Kile, 1999;Wang, 2013). Second, technical progress has greatly facilitated video viewing (Calandra & Rich, 2014;Sherin, 2004).…”

Do Student Teachers Attend to Mathematics Specific Phenomena when Observing Mathematics Teaching on Video?

“…There is an agreement in literature that the ability to notice can be studied (and also developed), among others, by letting (student) teachers analyse video recordings of the teaching of others and/or their own (e.g., borko et al, 2008; Goffree & Oonk, 2001;hošpesová, Tichá & Macháčková, 2007;Krammer et al, 2006;Lampert & ball, 1998;Llinares & Valls, 2009;Muñoz-Catalán, Carrillo & Climent, 2007;Santagata, Zannoni & Stigler, 2007;Sherin & van Es, 2005;Star & Strickland, 2008;Tichá & hošpesová, 2006). Most of the studies confirm that (student) teachers must learn what to notice.…”

Investigación en educación matemática : [actas del XXI Simposio de la Sociedad Española de Investigación en Educación Matemática : Zaragoza, 6-9 de septiembre de 2017]

“…Una vez que los investigadores llegaron a un acuerdo, se añadieron nuevos datos con el objetivo de revisar los códigos y descriptores creados inicialmente. Con este procedimiento y apoyándonos en investigaciones previas (Nemirovsky et al, 2005;Llinares y Valls, 2009;van Es, 2011) identificamos tres tipos de discurso: (1) descriptivo, (2) retórico y (3) profesional.…”