Prospective Teachers' Noticing with respect to the Student Roles underlined in the Elementary Mathematics Program: Use of VideoCases

Date

2012-07-01

Author

Osmanoğlu, Aslıhan
Işıksal Bostan, Mine
Koç, Yusuf

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

219
views

0
downloads

The purpose of this qualitative case study was to examine what prospective mathematics teachers noticed with respect to the student roles underlined in the elementary mathematics program when video-case based pedagogy was employed in teacher education. The theoretical framework employed in this study was Learning to Notice framework developed by van Es and Sherin (2002). The data was collected through reflection papers and interviews from 15 senior prospective teachers enrolled at a large state university. The findings indicated that prospective teachers could notice several issues related to student roles underlined in the elementary mathematics program when they were provided with a learning environment to analyze real mathematics classrooms.

Subject Keywords

Elementary Mathematics Program, Student Roles, Noticing Framework, Videocases

URI

https://hdl.handle.net/11511/55663

Journal

EGITIM VE BILIM-EDUCATION AND SCIENCE

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Pre-service elementary teachers' noticing expertise of students' mathematical thinking: the case of fractions Coskun, Sumeyra Dogan; Sitrava, Reyhan Tekin; Işıksal Bostan, Mine (2021-10-01) The purpose of the study is to investigate pre-service elementary teachers' noticing expertise of students' mathematical thinking within the context of fractions. For this purpose, 32 pre-service elementary teachers were asked to examine students' answers and ways of thinking given in written excerpts related to fractions. The data was mainly analysed using the constant comparative method to identify similarities and differences in pre-service elementary teachers' answers based on the existing Professional ...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012) The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...
Pre-service elementary mathematics teachers’ understanding of derivative through a model development unit Kertil, Mahmut; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2014) The purpose of this study was to investigate pre-service mathematics teachers’ understanding of ‘big ideas’ involved in derivative such as covariational reasoning, rate of change, and the graphical connections between a function and its derivative. In this design-based study, a model development unit was designed, experimented, and evaluated in a real classroom setting as a part of a course offered to pre-service mathematics teachers in two iterations. The data were collected from the 20 pre-service mathema...
Exploring secondary mathematics teachers’ conceptions of mathematical literacy Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017) The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...
In-service elementary mathematics teachers' conceptions of histogram and difficulties about its teaching process Ulusoy, Fadime; Çakıroğlu, Erdinç (2013-10-08) The aim of this study was to examine in-service elementary mathematics teachers’ conceptions of histogram and their difficulties about its teaching process. By using purposeful sampling method, participants were selected as six in-service elementary mathematics teachers teaching at different private or government schools in Ankara. Data was obtained via a semi-structured interview form which was prepared by the researchers. The interviews were conducted individually and recorded with a voice recorder. The r...

Citation Formats

A. Osmanoğlu, M. Işıksal Bostan, and Y. Koç, “Prospective Teachers’ Noticing with respect to the Student Roles underlined in the Elementary Mathematics Program: Use of VideoCases,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 336–347, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55663.