Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM - 2021
Rossella Santagata1, Johannes König2, Thorsten Scheiner3, Ha Nguyen1, Ann-Kristin Adleff4, Xinrong Yang5, Gabriele Kaiser6
1University of California, Irvine, 3200 Education Building, Irvine, CA, 92697-5500, USA
2University of Cologne, Gronewaldstraße 2a, 50931, Cologne, Germany
3Institute for Learning Sciences and Teacher Education, Australian Catholic University, 229 Elizabeth Street, Brisbane, QLD, 4000, Australia
4Universität Hamburg, Von-Melle-Park 8, 20146, Hamburg, Germany
5Southwest University, No. 2 Tiansheng Road, Beibei District, Chongqing, 400715, China
6Universität Hamburg/Australian Catholic University, Von-Melle-Park 8, 20146, Hamburg, Germany

Tóm tắt

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

Từ khóa


Tài liệu tham khảo

Alsawaie, O. N., & Alghazo, I. M. (2010). The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching. Journal of Mathematics Teacher Education, 13(3), 223–241.*

Barth-Cohen, L. A., Little, A. J., & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29(2), 83–101.*

Berliner, D. C. (1988). The development of expertise in pedagogy. Washington, DC: American Association of Colleges for Teachers.

Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. ZeitschriftfürPsychologie, 223(1), 3–13.

Choy, B. H., & Dindyal, J. (2020). Teacher noticing, mathematics. In M. Peters (Ed.), Encyclopedia of teacher education (living). Singapore: Springer.

Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 66(1), 7–20.

Cooper, H. (2017). Research synthesis and meta-analysis: A step-by-step approach (5th ed.). Thousand Oaks, CA: Sage.

Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2019). The handbook of research synthesis and meta-analysis (3rd ed.). New York: Russell Sage Foundation.

de Araujo, Z., Amador, J., Estapa, A., Weston, T., Aming-Attai, R., & Kosko, K. W. (2015). Animating preservice teachers’ noticing. Mathematics Teacher Education and Development, 17(2), 25–44.*

Diamond, J. M., Kalinec-Craig, C. A., & Shih, J. C. (2018). The problem of Sunny’s pennies: A multi-institutional study about the development of elementary preservice teachers’ professional noticing. Mathematics Teacher Education and Development, 20(2), 114–132.*

Estapa, A., Pinnow, R. J., & Chval, K. B. (2016). Video as a professional development tool to support novice teachers as they learn to teach English language learners. The New Educator, 12(1), 85–104.*

Fisher, M. H., Thomas, J., Jong, C., Schack, E. O., & Dueber, D. (2019). Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms. School Science and Mathematics, 119(3), 142–149.*

Fisher, M. H., Thomas, J., Schack, E. O., Jong, C., & Tassell, J. (2018). Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes. Mathematics Education Research Journal, 30(2), 209–232.*

Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41–67.

González, G. (2018). Understanding teacher noticing of students’ prior knowledge: Challenges and possibilities. The Mathematics Enthusiast, 15(3), 483–528.*

González, G., & DeJarnette, A. (2018). Design perspectives for making animated stories of instruction: The case of promoting teacher noticing of students’ prior knowledge. Journal of Technology and Teacher Education, 26(1), 79–102.*

González, G., & Skultety, L. (2018). Teacher learning in a combined professional development intervention. Teaching and Teacher Education, 71, 341–354.*

Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.

Herbst, P., Chazan, D., Kosko, K. W., Dimmel, J., & Erickson, A. (2016). Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. ZDM-Mathematics Education, 48(1), 167–183.

Ivars, P., Fernandez-Verdu, C., Llinares, S., & Choy, B. H. (2018). Enhancing noticing: Using a hypothetical learning trajectory to improve pre-service primary teachers’ professional discourse. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1–16.*

Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.

Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2019). Video-based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. TechTrends, 63(2), 160–169.*

Kaendler, C., Wiedmann, M., Leuders, T., Rummel, N., & Spada, H. (2016). Monitoring student interaction during collaborative learning: Design and evaluation of a training program for pre-service teachers. Psychology Learning & Teaching, 15(1), 44–64.*

Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. International Journal of Science and Mathematics Education, 13(2), 369–387.

Kaiser, G., & König, J. (2019). Competence measurement in (mathematics) teacher education and beyond: Implications for policy. Higher Education Policy, 32(4), 597–615.

Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980.

König, J., Santagata, R., Scheiner, T., Adleff, A.-K., Yang, X., & Kaiser, G. (2020). Teacher noticing and teacher professional vision: A systematic literature review on conceptualizations and research designs (under review, manuscript submitted).

Lande, E., & Mesa, V. (2016). Instructional decision making and agency of community college mathematics faculty. ZDM-Mathematics Education, 48(1), 199–212.

Llinares, S., & Valls, J. (2010). Prospective primary mathematics teachers’ learning from on-line discussions in a virtual video-based environment. Journal of Mathematics Teacher Education, 13(2), 177–196.*

Louie, N. L. (2018). Culture and ideology in mathematics teacher noticing. Educational Studies in Mathematics, 97(1), 55–69.

Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge.

Mason, J. (2011). Noticing: Roots and branches. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35–50). New York: Routledge.

McDuffie, A. R., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., et al. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17(3), 245–270.*

Meadows, M. L., & Caniglia, J. (2018). Co-teacher noticing: Implications for professional development. International Journal of Inclusive Education, 22(12), 1345–1362.*

Michalsky, T. (2014). Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning. Studies in Educational Evaluation, 43, 214–229.*

Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575.*

Osmanoglu, A. (2016). Prospective teachers’ teaching experience: Teacher learning through the use of video. Educational Research, 58(1), 39–55.*

Osmanoglu, A., Isiksal, M., & Koc, Y. (2015). Getting ready for the profession: Prospective teachers’ noticing related to teacher actions. Australian Journal of Teacher Education, 40(2), 29.*

Prediger, S., & Zindel, C. (2017). Deepening prospective mathematics teachers’ diagnostic judgments: Interplay of videos, focus questions and didactic categories. European Journal of Science and Mathematics Education, 5(3), 222–242.*

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.

Roller, S. A. (2016). What they notice in video: A study of prospective secondary mathematics teachers learning to teach. Journal of Mathematics Teacher Education, 19(5), 477–498.*

Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM-Mathematics Education, 48(1), 153–165.

Santagata, R., Yeh, C., & Mercado, J. (2018). Preparing elementary school teachers to learn from teaching: A comparison of two approaches to mathematics methods instruction. Journal of the Learning Sciences, 27(3), 474–516.

Schack, E. O., Fisher, M. H., Thomas, J. N., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16(5), 379–397.*

Scheiner, T. (2016). Teacher noticing: Enlightening or blinding? ZDM-Mathematics Education, 48(1–2), 227–238.

Scheiner, T. (2021). Towards a more comprehensive model of teacher noticing. ZDM-Mathematics Education (this issue).

Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771.

Sherin, B., & Star, J. R. (2011). Reflections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 66–78). New York: Routledge.

Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher education, 20(2), 163–183.

Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.

Sherin, M., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.*

Sherin, M. G., & van Es, E. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37.*

Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770.

Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: A systematic review of empirical mathematics education research. ZDM-Mathematics Education, 48(1–2), 1–27.

Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.*

Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384–395.*

Superfine, A. C., Amador, J., & Bragelman, J. (2019). Facilitating video-based discussions to support prospective teacher noticing. The Journal of Mathematical Behavior, 54, 100681.*

Ulusoy, F., & Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective mathematics teachers’ noticing of student thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1–14.*

van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165–187.*

van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.*

van Es, E. A., & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice.” Journal of Computing in Teacher Education, 22(4), 125–135.

van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276.*

Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523–550.*

Walkoe, J., & Levin, D. M. (2018). Using technology in representing practice to support preservice teachers’ quality questioning: The roles of noticing in improving practice. Journal of Technology and Teacher Education, 26(1), 127–147.*

Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. ZDM-Mathematics Education, 52(3), 281–294.

Thông tin
Thông tin xuất bản

ZDM

Thông tin tác giả