DEVELOPING PROSPECTIVE TEACHERS’ PROFESSIONAL NOTICING OF STUDENTS’ PROPORTIONAL REASONING THROUGH VIDEO CASE ENHANCED LEARNING ENVIRONMENT

Date

2023-6-6

Author

Soyak, Öznur

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The primary purpose of this study was to investigate the development of prospective teachers' professional noticing of students' mathematical thinking in the domain of proportional reasoning as they participated in a classroom teaching experiment designed in a video clip-enhanced learning environment. Data were collected from six prospective teachers during the 2018-2029 spring semester within an elective course. Multiple data sources were utilized to collect data, including clinical pre-post interviews, reflection papers, initial and revised lesson plans, teaching experiment sessions, group discussions, and field notes. The teaching experiment sessions were mainly based on analyzing and discussing the micro-case video clips, including the key understandings of proportional reasoning in Carpenter's (1999) four-level developmental trajectory. Jacobs et al.'s professional noticing of children's mathematical thinking framework was used to analyze the data. Data analysis revealed that prospective teachers' professional noticing of students' thinking developed through video case-based learning environment. Micro-case video clips and video-based group discussions led to a more detailed exploration of student thinking. In this vein, this study revealed that prospective teachers' professional noticing of students' thinking in the domain of proportional reasoning improved after teacher experiment sessions which required analyzing and discussing students' thinking in the video clips. On the other hand, it was revealed that this trend to develop prospective teachers' professional noticing of student thinking showed a variation in video case-based analyzes of key understandings of proportional reasoning. In this vein, the prospective teachers proposed a different type of interpretation and response in relation to the students' understanding in each video clip. In this sense, this study has theoretical and practical contributions to researchers and mathematics educators in terms of promoting prospective teachers' professional noticing of students' thinking in the particular domain of proportional reasoning through video case-enhanced learning environment.

Subject Keywords

Teacher Noticing, Micro-Case Video Clips, Proportional Reasoning, Prospective Teacher Education, Students’ Mathematical Thinking

URI

https://hdl.handle.net/11511/104502

Collections

Graduate School of Social Sciences, Thesis