Supporting teacher noticing based on student mathematical thinking through video club

Year 2024, Volume: 13 Issue: 1, 1 - 23, 31.01.2024

Gülşah Özdemir Baki Levent Akgün

https://doi.org/10.19128/turje.1289734

Abstract

Video clubs, which are accepted as one of the video-based professional development models, are environments where teachers come together to analyze class videos and develop discourses based on these analyses. This study aims to examine the development of secondary school mathematics teachers' skills to notice student mathematical thinking through a video club design. The study was conducted in the context of a video club with five secondary mathematics teachers that lasted for 12 weeks. The data collection tools of the research, which use the case study from qualitative research designs are video club discussion meetings, written notes taken by teachers while monitoring video lessons and reports containing reflective opinion. The data obtained were analyzed in a theoretical framework. The findings reveal that teachers participating in the video club process focused more on student thinking in the actor dimension, adopted an interpretive analytical approach based on student mathematical thinking in the following weeks and presented pedagogical suggestions based on student thinking by detailing their interpretations. In addition, the findings indicate that the transitions between dimensions that teachers noticed may be related. Research results support that the video club is an efficient process for improving teachers' noticing skills.

Keywords

Mathematical thinking, Professional development, Teacher noticing, Video club

Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

Abstract

Video temelli mesleki gelişim modellerinden biri olarak kabul gören video kulüpler, öğretmenlerin bir araya gelerek ders videolarının analizlerini yaptıkları ve bu analizlere dayalı söylemler geliştirdikleri ortamlardır. Bu çalışmanın amacı, bir video kulübü tasarımıyla ortaokul matematik öğretmenlerinin öğrenci matematiksel düşünmelerini fark etme becerilerinin gelişimini incelemektir. Çalışma, beş ortaokul matematik öğretmeni ile 12 haftalık bir süre boyunca devam eden bir video kulüp bağlamında yürütülmüştür. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı araştırmanın veri toplama araçlarını; video kulüp tartışma toplantıları, öğretmenlerin video derslerini izlerken almış oldukları yazılı notları ve yansıtıcı görüşlerini içeren raporları oluşturmaktadır. Elde edilen veriler, teorik bir çerçeve kapsamında analiz edilmiştir. Bulgular, video kulüp sürecine katılan öğretmenlerin konu boyutunda daha çok öğrenci düşünmelerine odaklandıklarını, ilerleyen haftalarda öğrencinin matematiksel düşünmesine dayalı yorumlayıcı bir analitik yaklaşım benimsediklerini ve yorumlamalarını detaylandırarak öğrenci düşünmesine dayalı pedagojik öneriler sunduklarını ortaya koymaktadır. Ayrıca bulgular, öğretmenlerin fark ettikleri boyutlar arasındaki geçişlerin ilişkili olabileceğine de işaret etmektedir. Araştırma sonuçları, video kulüp modelinin öğretmenlerin öğrenci düşünmesine dayalı fark etme becerilerini geliştirmede etkili olduğunu desteklemektedir.

Keywords

Matematiksel düşünme, Mesleki gelişim, Öğretmen fark etmesi, Video kulüp

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