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Professional Noticing as Student-Centered: Pre-Service Teachers' Attending to Students' Mathematics in 360 Video

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Title: Professional Noticing as Student-Centered: Pre-Service Teachers' Attending to Students' Mathematics in 360 Video
Language: English
Authors: Kosko, Karl W. (ORCID 0000-0002-6060-0345), Zolfaghari, Maryam (ORCID 0000-0003-3285-3326), Heisler, Jennifer L. (ORCID 0000-0002-7334-0650)
Source: EURASIA Journal of Mathematics, Science and Technology Education. 2022 18(9).
Availability: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1908159
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Video Technology, Correlation, Fractions, Mathematics Instruction, Teacher Student Relationship, Student Centered Learning, Mathematical Concepts, Concept Formation, Teaching Methods, Teacher Education Programs, Groups
ISSN: 1305-8215
1305-8223
Abstract: Teachers' professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students' mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers' (PSTs) 360 video viewing to examine the relationship between where and what PSTs' looked at and what they attended to in writing. Results and findings suggest that at key moments during the 360 video viewed, PSTs attending to students' fractions focus on students whereas their peers focusing on general pedagogy (i.e., group work) focus on the teacher.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1359507
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Professional Noticing as Student-Centered: Pre-Service Teachers' Attending to Students' Mathematics in 360 Video
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  Data: <searchLink fieldCode="AR" term="%22Kosko%2C+Karl+W%2E%22">Kosko, Karl W.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6060-0345">0000-0002-6060-0345</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zolfaghari%2C+Maryam%22">Zolfaghari, Maryam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3285-3326">0000-0003-3285-3326</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heisler%2C+Jennifer+L%2E%22">Heisler, Jennifer L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7334-0650">0000-0002-7334-0650</externalLink>)
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  Data: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
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  Data: Teachers' professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students' mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers' (PSTs) 360 video viewing to examine the relationship between where and what PSTs' looked at and what they attended to in writing. Results and findings suggest that at key moments during the 360 video viewed, PSTs attending to students' fractions focus on students whereas their peers focusing on general pedagogy (i.e., group work) focus on the teacher.
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      – Text: English
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        PageCount: 15
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        Type: general
      – SubjectFull: Video Technology
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      – SubjectFull: Correlation
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      – SubjectFull: Fractions
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