Research Article
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Supporting teacher noticing based on student mathematical thinking through video club

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

References

  • Amador, J. M., Brakoniecki, A., & Glassmeyer, D. (2022). Secondary teachers’ analytic stance of noticing based on video of proportional reasoning. International Journal of Mathematical Education in Science and Technology, 1-21. https://doi.org/10.1080/0020739X.2022.2053756
  • Amador, J. M., Keehr, J., Wallin, A., & Chilton, C. (2020). Video complexity: Describing videos used for teacher learning. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), 1-22. https://doi.org/10.29333/ejmste/113288
  • Amador, J. M., Wallin, A., Keehr, J., & Chilton, C. (2023). Collective noticing: teachers’ experiences and reflection on a mathematics video club. Mathematics Education Research Journal, 35, 557–582. https://doi.org/10.1007/s13394-021-00403-9
  • Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
  • Barnhart, T., & van Es, E. A. (2020). Developing a critical discourse about teaching and learning: The case of a secondary science video club. Journal of Science Teacher Education, 31(5), 491-514. https://doi.org/10.1080/1046560X.2020.1725724
  • Berliner, D. C. (1991). Educational psychology and pedagogical expertise: New findings and new opportunities for thinking about training. Educational Psychologist, 26(2), 145-155. https://doi.org/10.1207/s15326985ep2602_6
  • Coles, A. (2019). Facilitating the use of video with teachers of mathematics: Learning from staying with the detail. International Journal of STEM Education, 6(5), 1-13. https://doi.org/10.1186/s40594-018-0155-y
  • Creswell, J. W. (2018). [Qualitative Research Methods] Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni [Qualitative Inquiry and Research Design: Choosing Among Five Approaches] (Translation Editors, Mesut Bütün, S. Beşir Demir). Siyasal.
  • Doğan, O., & Kılıç, H. (2019). Mathematical opportunities: Noticing and acting. Education and Science, 44(199), 1-19. https://doi/10.15390/EB.2019.7593
  • Dyer, E. B., & Sherin, M. G. (2016). Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM Mathematics Education, 48, 69-82. https://doi.org/10.1007/s11858-015-0740-1
  • Erbay, H. N. (2018). The investigation of the development process of mathematics teachers' noticing with video-club applications (Unpublished doctoral dissertation). Marmara University.
  • Estapa, A. T., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415. https://doi.org/10.1007/s10857-017-9367-1
  • Girit Yıldız, D., Osmanoglu, A., & Gündoğdu Alaylı, F. (2023). Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement. Journal of Mathematics Teacher Educaiton, 26, 179-209. https://doi.org/10.1007/s10857-021-09525-0
  • Goldsmith, L., & Schifter, D. (1997). Understanding teachers in transition: Characteristics of a model for developing teachers. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 19–54). Lawrence Erlbaum Associates.
  • Guner, P., & Akyuz, D. (2020). Noticing student mathematical thinking within the context of lesson study. Journal of Teacher Education, 71(5), 568-583. https://doi.org/10.1177/0022487119892964
  • Jacobs, J. K., Yoshida, M., Stigler, J. W., & Fernandez, C. (1997). Japanese and American teachers' evaluations of mathematics lessons: A new technique for exploring beliefs. The Journal of Mathematical Behavior, 16(1), 7-24. https://doi.org/10.1016/s0732-3123(97)90004-3
  • Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
  • Jacobs, V. R., Philipp, R. A., & Sherin, M. G. (2020). Noticing of mathematics teachers. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 639–641). Springer. https://doi.org/10.1007/978-3-030-15789-0
  • Jazby, D. (2020). Tactical noticing of student's mathematical thinking mid-lesson. Australian Primary Mathematics Classroom, 25(1), 16-19. https://search.informit.org/doi/10.3316/informit.118561614742379
  • Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2021). Preservice teachers’ professional noticing when viewing standard and 360 video. Journal of Teacher Education, 72(3), 284-297. https://doi.org/10.1177/0022487120939544
  • Mason, J. (2002). Researching your own practice. The discipline of noticing. Routledge-Falmer.
  • Mason, J. (2021). Learning about noticing, by, and through, noticing. ZDM Mathematics Education, 53, 231-243. https://doi.org/10.1007/s11858-020-01192-4
  • 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. https://doi.org/10.1007/s10857-014-9294-3
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
  • Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230-253.
  • Özdemir Baki, G., & Işık, A. (2018). Investigation of the noticing levels of teachers about students’ mathematical thinking: A lesson study model. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(1), 122-146.
  • Santagata, R., & Yeh, C. (2013). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video-and practice-based approach. Journal of Mathematics Teacher Education, 17(6), 491-514. https://doi.org/10.1007/s10857-013-9263-2
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 1-13). Routledge.
  • Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60(3), 213-230. https://doi.org/10.1177/0022487109336967
  • Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
  • Stake, R. E. (2005). Multiple case study analysis. Guilford Press.
  • Stockero, S. L. (2021) Transferability of teacher noticing. ZDM Mathematics Education 53, 73-84 (2021). https://doi.org/10.1007/s11858-020-01198-y
  • 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. https://doi.org/10.1016/j.tate.2017.01.006
  • Superfine, A. & Bragelman, J. (2018). Analyzing the impact of video representation complexity on preservice teacher noticing of children’s thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), 1-18. https://doi.org/10.29333/ejmste/9950
  • Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467-83. https://doi.org/10.1111/j.2044-8279.2012. 02075.x
  • Ulusoy, F. (2020). Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos. Teaching and Teacher Education, 94, 103103. https://doi.org/10.1016/j.tate.2020.103103
  • Ulusoy, F., & Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective teachers’ noticing of student thinking. EURASIA Journal of Mathematics, Science, and Technology Education, 14(11), 1-14. https://doi.org/10.29333/ejmste/92020
  • Ulusoy, F., & Çakıroğlu, E. (2021). Exploring prospective teachers’ noticing of students’ understanding through micro‑case videos. Journal of Mathematics Teacher Education, 24, 253-282. https://doi.org/10.1007/s10857-020-09457-1
  • Van Es, E. A. (2011). A framework for learning to notice student thinking. In M. Sherin, V. Jacobs & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134-151). Routledge.
  • 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. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244-276. https://doi.org/10.1016/j.tate.2006.11.005
  • Van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176. https://doi.org/10.1007/s10857-009-9130-3
  • Van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM Mathematics Education, 53, 17-27. https://doi.org/10.1007/s11858-020-01211-4
  • Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18, 523-550. https://doi.org/10.1007/s10857-014-9289-0
  • Walkoe, J., Sherin, M., & Elby, A. (2020). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 23, 385-405. https://doi.org/10.1007/s10857-019-09429-0

Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

Year 2024, Volume: 13 Issue: 1, 1 - 23, 31.01.2024
https://doi.org/10.19128/turje.1289734

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.

References

  • Amador, J. M., Brakoniecki, A., & Glassmeyer, D. (2022). Secondary teachers’ analytic stance of noticing based on video of proportional reasoning. International Journal of Mathematical Education in Science and Technology, 1-21. https://doi.org/10.1080/0020739X.2022.2053756
  • Amador, J. M., Keehr, J., Wallin, A., & Chilton, C. (2020). Video complexity: Describing videos used for teacher learning. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), 1-22. https://doi.org/10.29333/ejmste/113288
  • Amador, J. M., Wallin, A., Keehr, J., & Chilton, C. (2023). Collective noticing: teachers’ experiences and reflection on a mathematics video club. Mathematics Education Research Journal, 35, 557–582. https://doi.org/10.1007/s13394-021-00403-9
  • Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
  • Barnhart, T., & van Es, E. A. (2020). Developing a critical discourse about teaching and learning: The case of a secondary science video club. Journal of Science Teacher Education, 31(5), 491-514. https://doi.org/10.1080/1046560X.2020.1725724
  • Berliner, D. C. (1991). Educational psychology and pedagogical expertise: New findings and new opportunities for thinking about training. Educational Psychologist, 26(2), 145-155. https://doi.org/10.1207/s15326985ep2602_6
  • Coles, A. (2019). Facilitating the use of video with teachers of mathematics: Learning from staying with the detail. International Journal of STEM Education, 6(5), 1-13. https://doi.org/10.1186/s40594-018-0155-y
  • Creswell, J. W. (2018). [Qualitative Research Methods] Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni [Qualitative Inquiry and Research Design: Choosing Among Five Approaches] (Translation Editors, Mesut Bütün, S. Beşir Demir). Siyasal.
  • Doğan, O., & Kılıç, H. (2019). Mathematical opportunities: Noticing and acting. Education and Science, 44(199), 1-19. https://doi/10.15390/EB.2019.7593
  • Dyer, E. B., & Sherin, M. G. (2016). Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM Mathematics Education, 48, 69-82. https://doi.org/10.1007/s11858-015-0740-1
  • Erbay, H. N. (2018). The investigation of the development process of mathematics teachers' noticing with video-club applications (Unpublished doctoral dissertation). Marmara University.
  • Estapa, A. T., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415. https://doi.org/10.1007/s10857-017-9367-1
  • Girit Yıldız, D., Osmanoglu, A., & Gündoğdu Alaylı, F. (2023). Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement. Journal of Mathematics Teacher Educaiton, 26, 179-209. https://doi.org/10.1007/s10857-021-09525-0
  • Goldsmith, L., & Schifter, D. (1997). Understanding teachers in transition: Characteristics of a model for developing teachers. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 19–54). Lawrence Erlbaum Associates.
  • Guner, P., & Akyuz, D. (2020). Noticing student mathematical thinking within the context of lesson study. Journal of Teacher Education, 71(5), 568-583. https://doi.org/10.1177/0022487119892964
  • Jacobs, J. K., Yoshida, M., Stigler, J. W., & Fernandez, C. (1997). Japanese and American teachers' evaluations of mathematics lessons: A new technique for exploring beliefs. The Journal of Mathematical Behavior, 16(1), 7-24. https://doi.org/10.1016/s0732-3123(97)90004-3
  • Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
  • Jacobs, V. R., Philipp, R. A., & Sherin, M. G. (2020). Noticing of mathematics teachers. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 639–641). Springer. https://doi.org/10.1007/978-3-030-15789-0
  • Jazby, D. (2020). Tactical noticing of student's mathematical thinking mid-lesson. Australian Primary Mathematics Classroom, 25(1), 16-19. https://search.informit.org/doi/10.3316/informit.118561614742379
  • Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2021). Preservice teachers’ professional noticing when viewing standard and 360 video. Journal of Teacher Education, 72(3), 284-297. https://doi.org/10.1177/0022487120939544
  • Mason, J. (2002). Researching your own practice. The discipline of noticing. Routledge-Falmer.
  • Mason, J. (2021). Learning about noticing, by, and through, noticing. ZDM Mathematics Education, 53, 231-243. https://doi.org/10.1007/s11858-020-01192-4
  • 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. https://doi.org/10.1007/s10857-014-9294-3
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
  • Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230-253.
  • Özdemir Baki, G., & Işık, A. (2018). Investigation of the noticing levels of teachers about students’ mathematical thinking: A lesson study model. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(1), 122-146.
  • Santagata, R., & Yeh, C. (2013). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video-and practice-based approach. Journal of Mathematics Teacher Education, 17(6), 491-514. https://doi.org/10.1007/s10857-013-9263-2
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 1-13). Routledge.
  • Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60(3), 213-230. https://doi.org/10.1177/0022487109336967
  • Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
  • Stake, R. E. (2005). Multiple case study analysis. Guilford Press.
  • Stockero, S. L. (2021) Transferability of teacher noticing. ZDM Mathematics Education 53, 73-84 (2021). https://doi.org/10.1007/s11858-020-01198-y
  • 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. https://doi.org/10.1016/j.tate.2017.01.006
  • Superfine, A. & Bragelman, J. (2018). Analyzing the impact of video representation complexity on preservice teacher noticing of children’s thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), 1-18. https://doi.org/10.29333/ejmste/9950
  • Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467-83. https://doi.org/10.1111/j.2044-8279.2012. 02075.x
  • Ulusoy, F. (2020). Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos. Teaching and Teacher Education, 94, 103103. https://doi.org/10.1016/j.tate.2020.103103
  • Ulusoy, F., & Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective teachers’ noticing of student thinking. EURASIA Journal of Mathematics, Science, and Technology Education, 14(11), 1-14. https://doi.org/10.29333/ejmste/92020
  • Ulusoy, F., & Çakıroğlu, E. (2021). Exploring prospective teachers’ noticing of students’ understanding through micro‑case videos. Journal of Mathematics Teacher Education, 24, 253-282. https://doi.org/10.1007/s10857-020-09457-1
  • Van Es, E. A. (2011). A framework for learning to notice student thinking. In M. Sherin, V. Jacobs & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134-151). Routledge.
  • 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. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244-276. https://doi.org/10.1016/j.tate.2006.11.005
  • Van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176. https://doi.org/10.1007/s10857-009-9130-3
  • Van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM Mathematics Education, 53, 17-27. https://doi.org/10.1007/s11858-020-01211-4
  • Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18, 523-550. https://doi.org/10.1007/s10857-014-9289-0
  • Walkoe, J., Sherin, M., & Elby, A. (2020). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 23, 385-405. https://doi.org/10.1007/s10857-019-09429-0

Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Articles
Authors

Gülşah ÖZDEMİR BAKİ 0000-0002-1497-6528

Levent AKGÜN 0000-0002-1435-1771

Publication Date January 31, 2024
Acceptance Date December 6, 2023
Published in Issue Year 2024 Volume: 13 Issue: 1

Cite

APA ÖZDEMİR BAKİ, G., & AKGÜN, L. (2024). Supporting teacher noticing based on student mathematical thinking through video club. Turkish Journal of Education, 13(1), 1-23. https://doi.org/10.19128/turje.1289734

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