ZDM
1863-9704
1863-9690
Cơ quản chủ quản: Springer Verlag , Springer Heidelberg
Lĩnh vực:
Mathematics (miscellaneous)Education
Các bài báo tiêu biểu
Modelling in Mathematics Classrooms: reflections on past developments and the future
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Designing and adapting tasks in lesson planning: a critical process of Lesson Study
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Using comics-based representations of teaching, and technology, to bring practice to teacher education courses
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DNR perspective on mathematics curriculum and instruction, Part I: focus on proving
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Mathematics teacher learning to notice: a systematic review of studies of video-based programs Abstract Teacher 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.
- 2021
Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations
Tập 48 Số 1-2 - Trang 29-40 - 2016