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

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

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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

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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.