Prospective Teachers' Noticing with respect to the Student Roles underlined in the Elementary Mathematics Program: Use of VideoCases
Küçük Resim Yok
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Turkish Education Assoc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Elementary Mathematics Program, Student Roles, Noticing Framework, Videocases, Inquiry, Context
Kaynak
Egitim Ve Bilim-Education And Science
WoS Q Değeri
Q3
Scopus Q Değeri
Cilt
37
Sayı
165
