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Journal of Mathematics Teacher Education

, Volume 20, Issue 5, pp 497–513 | Cite as

Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers

  • Anna-Marietha Vogler
  • Susanne PredigerEmail author
Article

Abstract

Video is often used in professional development courses to sensitize mathematics teachers to students’ thinking and issues of classroom interaction. This article presents an approach that incorporates students’ perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers’ reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers’ sensitivity can be enhanced.

Keywords

Video-based professional development for teachers Classroom interaction Diverse perspectives Equity 

Notes

Acknowledgements

The research project InterPass (Interactive Procedures for Establishing Matches and Divergences in Linguistic and Microcultural Practices) was funded by the German Minis­try for Education and Research, BMBF in 2012–2016 (Grant 01JC1112; grant holders, Susanne Prediger and Uta Quasthoff). This paper goes beyond InterPass by exploring consequences for professional development. It was conducted in context of the DZLM, the German Center for Mathematics Teacher Education, founded by the Deutsche Telekom Foundation.

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Copyright information

© Springer Science+Business Media B.V. 2017

Authors and Affiliations

  1. 1.Faculty IVUniversity SiegenSiegenGermany
  2. 2.Institute for Development and Research in Mathematics EducationTU Dortmund UniversityDortmundGermany

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