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

Osmanoglu A., IŞIKSAL BOSTAN M., Koc Y.

EGITIM VE BILIM-EDUCATION AND SCIENCE, cilt.37, sa.165, ss.336-347, 2012 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 37 Sayı: 165
  • Basım Tarihi: 2012
  • Dergi Adı: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.336-347
  • Anahtar Kelimeler: Elementary mathematics program, Student Roles, Noticing framework, Videocases, INQUIRY, CONTEXT
  • Kocaeli Üniversitesi Adresli: Hayır

Özet

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.