Using video analysis to support prospective K-8 teachers' noticing of students' multiple mathematical knowledge bases

Amy Roth McDuffie, Mary Q. Foote, Catherine Bolson, Erin E Turner, Julia M. Aguirre, Tonya Gau Bartell, Corey Drake, Tonia Land

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children's competencies related to children's mathematical thinking, and children's community, cultural, and linguistic funds of knowledge or what we refer to as children's multiple mathematical knowledge bases. Teachers' noticing supports students' learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.

Original languageEnglish (US)
Pages (from-to)245-270
Number of pages26
JournalJournal of Mathematics Teacher Education
Volume17
Issue number3
DOIs
StatePublished - 2014

Fingerprint

Prospective Teachers
Video Analysis
Knowledge Base
video
teacher
student
mathematics
Mathematics Teaching
Student Learning
Interaction
Preparation
learning
Decompose
Children
interaction
Approximation
research project
educator
linguistics

Keywords

  • Children's mathematical thinking
  • Community
  • Culture
  • Diverse students
  • Funds of knowledge
  • Language
  • Mathematics methods course
  • Noticing
  • Prospective teachers
  • Teacher education

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

Using video analysis to support prospective K-8 teachers' noticing of students' multiple mathematical knowledge bases. / Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia.

In: Journal of Mathematics Teacher Education, Vol. 17, No. 3, 2014, p. 245-270.

Research output: Contribution to journalArticle

Roth McDuffie, Amy ; Foote, Mary Q. ; Bolson, Catherine ; Turner, Erin E ; Aguirre, Julia M. ; Bartell, Tonya Gau ; Drake, Corey ; Land, Tonia. / Using video analysis to support prospective K-8 teachers' noticing of students' multiple mathematical knowledge bases. In: Journal of Mathematics Teacher Education. 2014 ; Vol. 17, No. 3. pp. 245-270.
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