Providing a video-case-based professional development environment for prospective mathematics teachers to notice students' misconceptions in measurement

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dc.authoridGirit Yildiz, Dilek/0000-0003-3406-075X
dc.authorwosidGundogdu Alayli, Funda/JEF-6902-2023
dc.authorwosidGirit Yildiz, Dilek/HPE-9964-2023
dc.contributor.authorYildiz, Dilek Girit
dc.contributor.authorOsmanoglu, Aslihan
dc.contributor.authorAlayli, Funda Gundogdu
dc.date.accessioned2024-06-12T11:09:27Z
dc.date.available2024-06-12T11:09:27Z
dc.date.issued2023
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThis qualitative study examined how prospective mathematics teachers attend to, interpret, and respond to student misconceptions through providing them a video-case-based professional development environment. A sample of 30 prospective teachers attending an elective course was asked to watch video cases about student misconceptions related to the concept of measurement. Then, class discussions were held on the misconceptions, reasons, and suggestions to remedy the misconceptions. Thereafter they individually wrote down their response to an open-ended question asking them how to remedy the misconceptions. Data obtained from the discussions and individual reports were analyzed using the content analysis technique with the framework of professional noticing of children's mathematical thinking. Findings indicated that the professional development environment provided prospective teachers with an opportunity to attend to, interpret, and then decide how to respond to student misconceptions. We found that while prospective teachers generally understand how students think and why misconceptions arise, they mostly provided partial evidence for interpreting. Moreover, their suggestions for addressing mathematical misconceptions were generally based on conceptual understanding. Our findings suggested that in order to acquire skills in noticing student thinking, it is important that prospective teachers have sufficient opportunity to reflect on likely misconceptions in a professional context.en_US
dc.identifier.doi10.1007/s10857-021-09525-0
dc.identifier.endpage209en_US
dc.identifier.issn1386-4416
dc.identifier.issn1573-1820
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85123867450en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage179en_US
dc.identifier.urihttps://doi.org/10.1007/s10857-021-09525-0
dc.identifier.urihttps://hdl.handle.net/20.500.14551/22791
dc.identifier.volume26en_US
dc.identifier.wosWOS:000750304400001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal Of Mathematics Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectNoticingen_US
dc.subjectProfessional Developmenten_US
dc.subjectVideo Casesen_US
dc.subjectMisconceptionen_US
dc.subjectProspective Mathematics Teachersen_US
dc.subjectMeasurementen_US
dc.subjectCase-Based Pedagogyen_US
dc.subjectPreserviceen_US
dc.subjectInquiryen_US
dc.subjectKnowledgeen_US
dc.subjectEducationen_US
dc.subjectContexten_US
dc.subjectAreaen_US
dc.subjectInstructionen_US
dc.subjectStrategiesen_US
dc.subjectThinkingen_US
dc.titleProviding a video-case-based professional development environment for prospective mathematics teachers to notice students' misconceptions in measurementen_US
dc.typeArticleen_US

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