Examination of Teachers' Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking

Gülşah Özdemir Baki; Elif Kılıçoğlu

doi:10.16949/turkbilmat.704596

Research Article

Examination of Teachers' Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking

Year 2020, , 619 - 645, 15.12.2020

Gülşah Özdemir Baki , Elif Kılıçoğlu

https://doi.org/10.16949/turkbilmat.704596

Abstract

In this study, the teachers’ classroom practices for noticing student mathematical thinking were examined. The research was carried out with 5 secondary school mathematics teachers working in Erzurum. Case study, one of qualitative research patterns, was used. The data of the research were collected using video club, and descriptive and content analysis techniques were employed to analyze the data obtained from teachers' own class videos and reflective reports. As a result of the study, it was revealed that the teachers who participated in the same process adopted different approaches towards student thinking in their classroom practices. During the video clubs, which lasted for eleven weeks, the teachers allocated more time to the students’ mathematical thinking, tried to understand and interpret how the students thought, and examined the students’ explanations in detail. In addition, in the reflective reports, they mentioned the importance of noticing students' mathematical thinking and giving them the opportunity to reveal these thoughts and made assessments by associating them with their own teaching practices. As a result, it can be stated that video clubs aided the teachers’ classroom practices to notice the students’ mathematical thinking.

Keywords

video clubs, noticing, mathematical thinking, classroom practices

References

Baki, A. (1997). Educating mathematics teachers. Medical Journal of Islamic Academy of Sciences, 10(3), 93-102.
Ball, D. L. (2001). Teaching, with respect to mathematics and students. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 11-22). Mahwah, NJ: Erlbaum.
Ball, D. L. (2011). Foreword. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 20–24). New York, NY: Routledge.
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey Bass.
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. Advanced publication. https://doi.org/10.1080/1046560X.2020.1725724
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436.
Borko, H., Koellner, K., & Jacobs, J. (2014). Examining novice teacher leaders’ facilitation of mathematics professional development. The Journal of Mathematical Behavior, 33, 149-167.
Brophy, J. (2004). Using video in teacher education. San Diego, CA: Elsevier, Inc.
Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann Educational Books.
Chamberlin, M. T. (2005). Teachers’ discussions of students’ thinking: Meeting the challenge of attending to students’ thinking. Journal of Mathematics Teacher Education, 8(2), 141-170.
Crespo, S. (2003) Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52(3), 243-270.
Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17–34). New York, NY: Routledge.
Franke, M. L., & Kazemi, E. (2001). Learning to teach mathematics: Focus on student thinking. Theory into Practice, 40(2), 102-109.
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus teachers' noticing: Affordances and opportunities. In M. G. Sherin, V. R. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 169–187). New York, NY: Routledge.
Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41(2), 169–202.
Jacobs, J., Seago, N., & Koellner, K. (2017). Preparing facilitators to use and adapt mathematics professional development materials productively. International Journal of STEM Education, 4(1), 1-14.
Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203-235.
Leatham, K. R., Peterson, B. E., Stockero, S. L., & Van Zoest, L. R. (2015). Conceptualizing mathematically significant pedagogical opportunities to build on student thinking. Journal for Research in Mathematics Education, 46(1), 88-124.
Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2), 142-154.
Mason, J. (2010). Effective questioning and responding in the mathematics classroom. Retrieved June 12, 2020 from: http://mcs.open.ac.uk/jhm3/Selected%20Publications/Effective%20Questioning%20&%20Responding.pdf
Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge Falmer.
Merriam, S. B. (2009). Qualitative case study research qualitative research: A guide to design and implementation. (3rd Edition). San Franciso, CA: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed), CA: Sage Publications.
National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
National Research Council [NRC]. (2001). Scientific research in education. R. Shavelson & L. Towne (Eds.), Committee on Scientific Principles for Educational Research. Washington, DC: National Academy Press.
Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teachers reflection. Journal of Teacher Education, 60(1), 52-67.
Santagata, R. (2004). “Are you joking or are you sleeping?” Cultural beliefs and practices in Italian and U.S. teachers’ mistake-handling strategies. Linguistics and Education, 15, 141-164.
Santagata, R. (2011). A framework for analysing and improving lessons. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 152-168). New York: Routledge.
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.
Schleppenbach, M., Flevares, L. M., Sims, L., & Perry, M. (2007). Teacher responses to student mistakes in Chinese and U.S. mathematics classrooms. Elementary School Journal, 108, 131-147.
Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (Ed.), Using video in teacher education (pp. 259-286). San Diego, CA: Elsevier.
Sezer, Ş., Albez, C., Akan, D., & Ada, Ş. (2014). An examination related to the effectiveness of primary school teachers’ committee meetings. Middle Eastern & African Journal of Educational Research, 7, 4-19.
Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.
Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1-27). San Diego, CA: Elsevier.
Sherin, B. L., & Star, J. R. (2011). Reﬂections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 66–78). New York: Routledge.
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). New York: 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.
Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
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.
Simons, H. (2009). Case study research in practice. London: Sage Publications.
Star, J. R., & Strickland, S. K. (2007). Learning to observe: Using video to improve preservice teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
Steinberg, R. M., Empson, S. B., & Carpenter, T. P. (2004). Inquiry into childrens’ mathematical thinking as a means to teacher change. Journal of Mathematics Teacher Education, 7, 237-267.
Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201-214.
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.
Türknüklü, E., & Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Prospective primary mathematics teachers' perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1, 1-13.
van Es, E. (2011). A framework for learning to notice student thinking. In M.G. Sherin, V.R., Jacobs, & R.A. Philipp (Eds.) Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York, NY: Routledge.
van Es, E. A., Cashen, T., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187.
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(2), 244-276.
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.
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356. Visnovska, J., & Cobb, P. (2013). Classroom video in teacher professional development: Community documentational genesis perspective. ZDM-The International Journal on Mathematics Education, 45(7), 1017–1029.
Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550.
Walkoe, J., Sherin, M., & Elby, A. (2019). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 1-21. https://doi.org/10.1007/s10857-019-09429-0
Yackel, E. (2001). Explanation, justification and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education, Vol. 1, (pp. 9-24). Utrecht, The Netherlands: Freudenthal Institute.
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019). Professional Noticing of Mathematics Teachers: A comparative Study Between Germany and China. International Journal of Science and Mathematics Education, 17(5), 943-963.

Öğrencilerin Matematiksel Öğrenmeleri Boyutunda Öğretmenlerin Sınıf Uygulamalarının bir Video Kulüp Sürecinde İncelenmesi

Year 2020, , 619 - 645, 15.12.2020

Gülşah Özdemir Baki , Elif Kılıçoğlu

https://doi.org/10.16949/turkbilmat.704596

Abstract

Bu çalışmada öğrencilerin matematiksel düşünmesini fark etmeye yönelik öğretmenlerin sınıf içi uygulamaları incelenmiştir. Çalışma, Erzurum ilinde görev yapan beş ortaokul matematik öğretmeni ile gerçekleştirilmiştir. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı bu çalışmanın verileri video kulüp sürecinde toplanmıştır. Öğretmenlerin kendi sınıf videoları ile yansıtıcı raporlarının analizinde betimsel ve içerik analizi teknikleri kullanılmıştır. Çalışma sonucunda aynı sürece katılan öğretmenlerin sınıf içi uygulamalarında öğrenci düşünmesine yönelik farklı yaklaşımları benimsedikleri ortaya çıkmıştır. On bir hafta süren video kulüp sürecinde öğretmenlerin öğrencilerin matematiksel düşünmesi için daha fazla yer açtıkları, öğrencinin nasıl düşündüğünü anlamaya ve yorumlamaya çalıştıkları, öğrenci açıklamalarını detaylı bir şekilde inceledikleri görülmüştür. Ayrıca öğretmenler yansıtıcı raporlarında, öğrencilerin matematiksel düşünmelerini fark etmenin ve bu düşünceleri ortaya çıkarmak için fırsat vermenin öneminden bahsetmiş ve kendi öğretim uygulamalarıyla ilişkilendirerek değerlendirmeler yapmışlardır. Elde edilen bulgular doğrultusunda, video kulüplerin öğrencilerin matematiksel düşünmelerini fark etmeye yönelik öğretmenlerin sınıf içi uygulamalarını desteklediği söylenebilir.

Keywords

video kulüp, fark etme, matematiksel düşünme, sınıf içi uygulamaları

References

Baki, A. (1997). Educating mathematics teachers. Medical Journal of Islamic Academy of Sciences, 10(3), 93-102.
Ball, D. L. (2001). Teaching, with respect to mathematics and students. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 11-22). Mahwah, NJ: Erlbaum.
Ball, D. L. (2011). Foreword. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 20–24). New York, NY: Routledge.
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey Bass.
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. Advanced publication. https://doi.org/10.1080/1046560X.2020.1725724
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436.
Borko, H., Koellner, K., & Jacobs, J. (2014). Examining novice teacher leaders’ facilitation of mathematics professional development. The Journal of Mathematical Behavior, 33, 149-167.
Brophy, J. (2004). Using video in teacher education. San Diego, CA: Elsevier, Inc.
Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann Educational Books.
Chamberlin, M. T. (2005). Teachers’ discussions of students’ thinking: Meeting the challenge of attending to students’ thinking. Journal of Mathematics Teacher Education, 8(2), 141-170.
Crespo, S. (2003) Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52(3), 243-270.
Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17–34). New York, NY: Routledge.
Franke, M. L., & Kazemi, E. (2001). Learning to teach mathematics: Focus on student thinking. Theory into Practice, 40(2), 102-109.
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus teachers' noticing: Affordances and opportunities. In M. G. Sherin, V. R. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 169–187). New York, NY: Routledge.
Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41(2), 169–202.
Jacobs, J., Seago, N., & Koellner, K. (2017). Preparing facilitators to use and adapt mathematics professional development materials productively. International Journal of STEM Education, 4(1), 1-14.
Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203-235.
Leatham, K. R., Peterson, B. E., Stockero, S. L., & Van Zoest, L. R. (2015). Conceptualizing mathematically significant pedagogical opportunities to build on student thinking. Journal for Research in Mathematics Education, 46(1), 88-124.
Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2), 142-154.
Mason, J. (2010). Effective questioning and responding in the mathematics classroom. Retrieved June 12, 2020 from: http://mcs.open.ac.uk/jhm3/Selected%20Publications/Effective%20Questioning%20&%20Responding.pdf
Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge Falmer.
Merriam, S. B. (2009). Qualitative case study research qualitative research: A guide to design and implementation. (3rd Edition). San Franciso, CA: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed), CA: Sage Publications.
National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
National Research Council [NRC]. (2001). Scientific research in education. R. Shavelson & L. Towne (Eds.), Committee on Scientific Principles for Educational Research. Washington, DC: National Academy Press.
Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teachers reflection. Journal of Teacher Education, 60(1), 52-67.
Santagata, R. (2004). “Are you joking or are you sleeping?” Cultural beliefs and practices in Italian and U.S. teachers’ mistake-handling strategies. Linguistics and Education, 15, 141-164.
Santagata, R. (2011). A framework for analysing and improving lessons. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 152-168). New York: Routledge.
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.
Schleppenbach, M., Flevares, L. M., Sims, L., & Perry, M. (2007). Teacher responses to student mistakes in Chinese and U.S. mathematics classrooms. Elementary School Journal, 108, 131-147.
Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (Ed.), Using video in teacher education (pp. 259-286). San Diego, CA: Elsevier.
Sezer, Ş., Albez, C., Akan, D., & Ada, Ş. (2014). An examination related to the effectiveness of primary school teachers’ committee meetings. Middle Eastern & African Journal of Educational Research, 7, 4-19.
Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.
Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1-27). San Diego, CA: Elsevier.
Sherin, B. L., & Star, J. R. (2011). Reﬂections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 66–78). New York: Routledge.
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). New York: 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.
Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
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.
Simons, H. (2009). Case study research in practice. London: Sage Publications.
Star, J. R., & Strickland, S. K. (2007). Learning to observe: Using video to improve preservice teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
Steinberg, R. M., Empson, S. B., & Carpenter, T. P. (2004). Inquiry into childrens’ mathematical thinking as a means to teacher change. Journal of Mathematics Teacher Education, 7, 237-267.
Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201-214.
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.
Türknüklü, E., & Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Prospective primary mathematics teachers' perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1, 1-13.
van Es, E. (2011). A framework for learning to notice student thinking. In M.G. Sherin, V.R., Jacobs, & R.A. Philipp (Eds.) Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York, NY: Routledge.
van Es, E. A., Cashen, T., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187.
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(2), 244-276.
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.
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356. Visnovska, J., & Cobb, P. (2013). Classroom video in teacher professional development: Community documentational genesis perspective. ZDM-The International Journal on Mathematics Education, 45(7), 1017–1029.
Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550.
Walkoe, J., Sherin, M., & Elby, A. (2019). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 1-21. https://doi.org/10.1007/s10857-019-09429-0
Yackel, E. (2001). Explanation, justification and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education, Vol. 1, (pp. 9-24). Utrecht, The Netherlands: Freudenthal Institute.
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019). Professional Noticing of Mathematics Teachers: A comparative Study Between Germany and China. International Journal of Science and Mathematics Education, 17(5), 943-963.

There are 57 citations in total.

Details

Primary Language	English
Subjects	Other Fields of Education
Journal Section	Research Articles
Authors	Gülşah Özdemir Baki 0000-0002-1497-6528 Elif Kılıçoğlu
Publication Date	December 15, 2020
Published in Issue	Year 2020

Cite

APA	Özdemir Baki, G., & Kılıçoğlu, E. (2020). Examination of Teachers’ Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(3), 619-645. https://doi.org/10.16949/turkbilmat.704596
AMA	Özdemir Baki G, Kılıçoğlu E. Examination of Teachers’ Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking. Turkish Journal of Computer and Mathematics Education (TURCOMAT). December 2020;11(3):619-645. doi:10.16949/turkbilmat.704596
Chicago	Özdemir Baki, Gülşah, and Elif Kılıçoğlu. “Examination of Teachers’ Classroom Practices through a Video Club Process in Terms of Students’ Mathematical Thinking”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11, no. 3 (December 2020): 619-45. https://doi.org/10.16949/turkbilmat.704596.
EndNote	Özdemir Baki G, Kılıçoğlu E (December 1, 2020) Examination of Teachers’ Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 3 619–645.
IEEE	G. Özdemir Baki and E. Kılıçoğlu, “Examination of Teachers’ Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 3, pp. 619–645, 2020, doi: 10.16949/turkbilmat.704596.
ISNAD	Özdemir Baki, Gülşah - Kılıçoğlu, Elif. “Examination of Teachers’ Classroom Practices through a Video Club Process in Terms of Students’ Mathematical Thinking”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11/3 (December 2020), 619-645. https://doi.org/10.16949/turkbilmat.704596.
JAMA	Özdemir Baki G, Kılıçoğlu E. Examination of Teachers’ Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020;11:619–645.
MLA	Özdemir Baki, Gülşah and Elif Kılıçoğlu. “Examination of Teachers’ Classroom Practices through a Video Club Process in Terms of Students’ Mathematical Thinking”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 3, 2020, pp. 619-45, doi:10.16949/turkbilmat.704596.
Vancouver	Özdemir Baki G, Kılıçoğlu E. Examination of Teachers’ Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020;11(3):619-45.

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