Understanding and Improving Mathematics Teaching: Highlights from the TIMSS 1999 Video Study

Hiebert, James; Gallimore, Ronald; Gamier, H.; Givvin, Karen B.; Hollingsworth, Hilary; Jacobs, Jennifer; Chui, Angel Miu-Ying; Wearne, Diana; Smith, Margaret S.; Kersting, Nicole; Manaster, Alfred B.; Tseng, Ellen; Etterbeek, Wallace; Manaster, Carl; Gonzales, Patrick; Stigler, James W.

doi:10.1177/003172170308401011

Cited by 27 publications

(12 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The choice of tasks is one of the key features of a successful mathematics lesson (Hiebert et al, 2003). It appears that students' attention should be drawn to this aspect in a more explicit way.…”

Section: Discussionmentioning

confidence: 99%

“…We consider important moments of a mathematics lesson those which are generally accepted to play the key role in pupils' learning of mathematics, that is, the types of tasks that teachers present and the kind of discourse that they orchestrate when implementing the tasks in lessons (Hiebert et al, 2003). Moreover, we put an emphasis on the active role of pupils in developing their knowledge.…”

Section: Important Moments In a Mathematics Lessonmentioning

confidence: 99%

See 1 more Smart Citation

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Vondrová¹,

Žalská²

2018

Orbis Scholae

View full text Add to dashboard Cite

Abstract:The aim of this paper is to a) shed light on the nature of student teachers' noticing of mathematics specific phenomena as observed in a video recorded lesson and to b) compare this nature for student teachers at the beginning of their master studies at the university and those at its end. Our study is based on a thorough examination of student teachers' written analyses (n = 169) of video recorded lessons. We capture the qualities of these in terms of the author-defined notion of mathematics specific (or MS) phenomena by a) matching the students' comments against what we view as important issues in the lessons, and b) developing a framework to further characterise the nature of the observations. Both qualitative and quantitative results corroborate the findings of earlier research on pre-service teachers' lesson analyses in that they pay limited attention to content in the lesson observed. Moreover, it transpires that students tend to notice MS phenomena which are not identified as important by experts and that the demonstrated ability to notice MS phenomena does not show significant differences for students in two distinct stages of a teacher preparation programme.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Important Moments In a Mathematics Lessonmentioning

confidence: 99%

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Vondrová¹,

Žalská²

2018

Orbis Scholae

View full text Add to dashboard Cite

show abstract

“…Esto indica que, en contra de nuestra cuarta predicción, los modelos de los cursos superiores son más completos que los de los inferiores. En este sentido, la mayor variabilidad en los modelos presentados se encontró en el 2º ciclo, con 25 combinaciones de pasos diferentes, seguida por el 3º (17) y el 1º (12) Discusión Los libros de texto de matemáticas, al ser una herramienta de uso muy frecuente por los profesores en sus clases (Hiebert et al, 2003;Stigler & Hiebert, 1997, 1999, pueden influir notablemente en lo que aprenden los alumnos. Estudios previos han mostrado que los libros de países como Japón o China, cuyos alumnos han demostrado un buen nivel de competencia matemática en evaluaciones internacionales (TIMSS, PISA), son diferentes a los de países cuyos alumnos muestran una peor competencia matemática, como Estados Unidos o España.…”

Section: Resultados Por Nivel Educativounclassified

Models and processes for solving arithmetic word problems proposed by Spanish mathematics textbooks / Modelos y procesos de resolución de problemas aritméticos verbales propuestos por los libros de texto de matemáticas españoles

Sánchez

Vicente

2015

Cultura y Educación

View full text Add to dashboard Cite

Textbooks are frequently used as a resource to teach children how to solve word problems in mathematics classes. The solving models explicitly proposed by textbooks, and the kind of problems they propose, can therefore have a decisive influence on the way in which students learn to solve them. This paper analyses the extent to which the problem solving models proposed by the books include reasoning as one of the steps needed to solve a problem. To do this, the processes and steps articulated in the models proposed in the books by Anaya, SM and Santillana are categorized according to data, reasoning, choice of operation, strategies, execution of operations, expression of results, checking and inventing. The results indicate that reasoning processes are hardly ever found in the models, especially in lower year courses. It is concluded that mathematical textbooks provide incomplete solving models that fail to promote reasoning.

show abstract

“…Further, what the authors of a video-based intervention see as important in teaching mathematics will also have an impact on such ability for the participants. For the presented study, the important moments are the ones that are generally accepted as playing the key role in pupils' learning of mathematics: the types of tasks used by teachers and the kinds of discourses that they orchestrate when implementing them (Hiebert et al 2003). Moreover, in line with the constructivist view of learning, pupils' active role in developing their mathematics knowledge is emphasised.…”

Section: Teacher Noticingmentioning

confidence: 99%

The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers

Vondrová

2018

Invited Lectures From the 13th International Congress on Mathematical Education

View full text Add to dashboard Cite

The article focuses on the professional vision of pre-service mathematics teachers. Drawing on literature about its development in video-based interventions, the article focuses on the effect of a video-based intervention on pre-service teachers' (n = 32) knowledge-based reasoning as a component of professional vision. The intervention had features compatible with situated cognition learning theory. The participants' knowledge-based reasoning was tracked in participants' written reflections on mathematics lessons shown on video before and after the intervention. An important feature of the intervention lies in balancing the videos to avoid the learning effect and a possible influence of the video content. The study showed a decrease in subjective judgments and negative comments about the lessons; however, there was a decrease rather than increase in higher-level interpretations. Possible reasons for this are discussed against results of similar intervention studies. Implications for teacher education are given.

show abstract

Understanding and Improving Mathematics Teaching: Highlights from the TIMSS 1999 Video Study

Cited by 27 publications

References 2 publications

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Models and processes for solving arithmetic word problems proposed by Spanish mathematics textbooks / Modelos y procesos de resolución de problemas aritméticos verbales propuestos por los libros de texto de matemáticas españoles

The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers

Contact Info

Product

Resources

About