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Full-Text Articles in Education
Using Teacher Noticing And Video-Mediated Professional Learning To Develop Preservice Teachers’ Knowledge For Teaching The Derivative, Alfred M. Limbere
Using Teacher Noticing And Video-Mediated Professional Learning To Develop Preservice Teachers’ Knowledge For Teaching The Derivative, Alfred M. Limbere
Theses, Dissertations and Culminating Projects
This study investigated how problem-solving videos can be used in video-mediated professional learning to support secondary preservice mathematics teachers (PMTs) in developing teacher knowledge for noticing student thinking in the context of the derivative concept in calculus. A model of the trajectory of PMTs’ noticing was constructed as six PMTs viewed and analyzed videos of students’ problem solving. At the same time, the nature of video-mediated interactions that were found to be productive in supporting this knowledge development was examined. A design experiment was used as the research methodology. Data was collected from video recordings of eight semi-structured teaching episodes …
Secondary Teachers’ Noticing Of Students’ Mathematical Thinking As They Participate In A Professional Development Program Centered On Task-Based Student Interviews, Gurkan Kose
Theses, Dissertations and Culminating Projects
Teacher’s noticing of students’ mathematical thinking has been an important focus of research in the past two decades (e.g., Jacobs et al., 2010; Sherin et al., 2011). Noticing matters, but it is not an end in itself (Schoenfeld, 2011). It is operationalized within the context of teachers’ dispositions and knowledge which shape decisions teachers make while responding to student thinking and planning the next instructional steps. In order for teachers to adapt productive beliefs about how children learn and shift to student-centered instruction, they need to acknowledge the importance of understanding students' existing conceptions of mathematical ideas (Carpenter & Lehrer, …
Fostering Mathematical Creativity Among Middle School Mathematics Teachers, Ceire H. Monahan
Fostering Mathematical Creativity Among Middle School Mathematics Teachers, Ceire H. Monahan
Theses, Dissertations and Culminating Projects
The purpose of this research was to understand in-service teachers’ experiences with and ideas about mathematical creativity after participating in a targeted professional development program. The professional development program encouraged participants to think creatively and foster students’ creativity. In this study I present the results from the main unit of analysis, 12 participants in a professional development program, along with a deep analysis of three exemplar teachers from each of the identified groups, adherence to traditional teaching practices (traditional), appreciation for teaching for creativity (creative but hesitant), and teaching for creativity (creative). The findings of this study highlight the combination …
Video Case Materials And The Development Of Collective Professional Knowledge, Victoria D. Bonaccorso
Video Case Materials And The Development Of Collective Professional Knowledge, Victoria D. Bonaccorso
Theses, Dissertations and Culminating Projects
The dynamic nature of teaching means that teachers are making in-the-moment decisions on a daily basis. Video case study professional development can be used as a way to provide teachers an opportunity to analyze real teaching scenarios to prepare to make these decisions in practice. While work has been done to reveal the effectiveness of using case studies as a teaching tool, there has not been research conducted to determine if video case studies can be used to foster the development of collective professional knowledge. This study utilizes a particular professional development model using video case studies grounded in the …