Prospective Teachers' Noticing with respect to the Student Roles underlined in the Elementary Mathematics Program: Use of VideoCases

Osmanoğlu A., Isıksal Bostan M., Koç Y.

EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.37, pp.336-347, 2012 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 37
  • Publication Date: 2012
  • Journal Name: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.336-347
  • Keywords: Elementary mathematics program, Student Roles, Noticing framework, Videocases, INQUIRY, CONTEXT
  • Middle East Technical University Affiliated: Yes

Abstract

The purpose of this qualitative case study was to examine what prospective mathematics teachers noticed with respect to the student roles underlined in the elementary mathematics program when video-case based pedagogy was employed in teacher education. The theoretical framework employed in this study was Learning to Notice framework developed by van Es and Sherin (2002). The data was collected through reflection papers and interviews from 15 senior prospective teachers enrolled at a large state university. The findings indicated that prospective teachers could notice several issues related to student roles underlined in the elementary mathematics program when they were provided with a learning environment to analyze real mathematics classrooms.