Watching the video, we can observe three different velocities. Journal of Technology and Teacher Education, 10(4), 571–596.3. Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. American Educational Research Journal, 33(2), 455–488. Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. Journal of Technology and Teacher Education, 13(3), 475–491. Using video to support teachers’ ability to interpret classroom interactions. Teaching and Teacher Education, 20, 163–183.

Teacher learning in the context of a video club.

Brophy (Ed.), Using video in teacher education (pp. New perspectives on the role of video in teacher education. American Educational Research Journal, 28(1), 63–88. Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy.

Lee (Eds.), Approaches to algebra: Perspectives for research and teaching (pp. Expressing generality and roots of algebra. Journal of Mathematics Teacher Education, 5, 235–263. Understanding pre-service teachers’ emerging practices through their analyses of a multmedia case study of practice. Teaching, multimedia, and mathematics: Investigations of real practice. Journal of Mathematics Teacher Education, 1, 217–236. Observing and teaching reform-oriented lessons: What do teachers see?. Video portfolio assessment: Creating a framework for viewing the functions of teaching. Journal of Teacher Education, 39(3), 25–31.įrederiksen, J., Sipusic, M., Sherin, M. Expert-novice differences in perceiving and processing visual classroom information. Amsterdam: Elsevier Ltd.Ĭarter, K., Cushing, K. Reston, VA: National Council of Teachers of Mathematics.īliss, T., & Reynolds, A. Cooney (Eds.), Perspectives on research on effective mathematics teaching (pp. Implications of research on pedagogical expertise and experience in mathematics teaching. Journal for Research in Mathematics Education, 29(5), 503–532.īerliner, D. Students’ spatial structuring of 2D arrays of squares. H., Arnoff, J., Battista, K., & Borrow, C. Journal of Mathematics Teacher Education, 2, 143–166.īattista, M. A structure to enable preservice teachers of mathematics to reflect on their teaching. Videocases in elementary science teacher preparation. The post-assessment indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’ ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.Ībell, S. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. This article explores this issue and reports on the impact of video viewing as a means to improve teachers’ ability to be observers of classroom practice. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers.

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