Analysis of Mathematics Teachers' Noticing Skills Through Silent Video Task

Yıl 2025, Sayı: 65, 3322 - 3344, 30.09.2025

Selen Galiç , Şenol Dost

https://doi.org/10.53444/deubefd.1630097

Öz

This study explores how in-service mathematics teachers notice students’ mathematical thinking through the use of silent video tasks. A silent video task is a dynamic mathematical task designed to capture students' understanding of a mathematical concept without the use of text or dialogue. Teacher noticing is analysed across three dimensions: attending, interpreting, and shaping. The study was conducted with 11 elementary school mathematics teachers. In this exploratory case study, a silent video task related to the concept of slope, narrated by a middle school student, was shared with the mathematics teachers, and they were asked to analyse the student's mathematical thinking. The findings reveal that teachers primarily focused on students' definitions and their use of mathematical strategies, often overlooking their use of mathematical language in the attending dimension. In the interpretation dimension, teachers adopted a descriptive or evaluative stance. In the shaping dimension, teachers mostly create interactions aimed at understanding students' strategies. The findings from this study provide an example of the dynamic nature of teacher noticing. Moreover, it concludes that silent video task is an effective tool for helping teachers develop a deeper understanding of students’ mathematical thinking and fostering teacher noticing. However how teacher noticing improves thorugh silent video task should be investigated in future studies.

Anahtar Kelimeler

Teacher noticing , mathematics education , silent video task , slope

Matematik Öğretmenlerinin Fark Etme Becerilerinin Sessiz Video Görevi Aracılığıyla Analizi

Öz

Bu çalışmada, matematik öğretmenlerinin öğrencilerin matematiksel düşünmelerini fark etme becerileri sessiz video görevi aracılığıyla incelenmektedir. Sessiz video görevi, öğrencilerin matematiksel bir kavramı anlamalarını ortaya çıkarmak için tasarlanan herhangi bir metin veya diyalog içermeyen dinamik matematiksel görevlerdir. Bu çalışmada matematik öğretmenlerinin fark etme becerileri; dikkate alma, yorumlama ve şekillendirme olmak üzere üç boyutta ele alınmıştır. Çalışma, 11 ortaokul matematik öğretmeniyle yürütülmüştür. Keşfedici durum çalışması olarak yürütülen çalışmada ortaokul öğrencisi tarafından seslendirilen eğim konusuna ilişkin bir sessiz video görevi matematik öğretmenleriyle paylaşılmış ve öğretmenlerden öğrencinin matematiksel düşünme sürecini analiz etmeleri istenmiştir. Bulgular, öğretmenlerin öğrencinin matematiksel tanımlarını ve strateji kullanımını dikkate aldıklarını fakat öğrencinin matematiksel dil kullanımını göz ardı etme eğiliminde olduklarını göstermektedir. Yorumlama boyutunda öğretmenlerin öğrencilerin matematiksel anlayışlarını betimleyici veya değerlendirici bir yaklaşım benimsedikleri görülmüştür. Şekillendirme boyutunda ise matematik öğretmenlerinin öğrencinin stratejisini anlamaya yönelik etkileşimler oluşturdukları gözlemlenmiştir. Bu çalışmadan elde edilen bulgular fark etme becerisinin dinamik yapısına yönelik bir örnek sunmaktadır. Ayrıca, sessiz video görevlerinin fark etme becerisini destekleyen etkili bir araç olduğu sonucuna ulaşılmıştır. Ancak sessiz video görevleri aracılığıyla öğretmenlerin fark etme becerilerinin nasıl iyileştirileceği gelecek çalışmalarda derinlemesine araştırılmalıdır.

Anahtar Kelimeler

Fark etme , matematik eğitimi , sessiz video görevi , eğim

Kaynakça

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