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Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers

Journal of Mathematics Teacher Education volume 11, pages 373–394 (2008)Cite this article

Abstract

Although video cases are increasingly being used in teacher education as a means of situating learning and developing habits of reflection, there has been little evidence of the outcomes of such use. This study investigates the effects of using a coherent video-case curriculum in a university mathematics methods course by addressing two issues: (1) how the use of a video-case curriculum affects the reflective stance of prospective teachers (PTs); and (2) the extent to which a reflective stance developed while reflecting on other teachers’ practice transfers for reflecting on one’s own practice. Data sources include videotapes of course sessions and PTs’ written work from a middle school mathematics methods course that used a video-case curriculum as a major instructional tool. Both qualitative and quantitative analytical methods were used, including comparative and chi-square contingency table analyses. The PTs in this study showed changes in their level of reflection, their tendency to ground their analyses in evidence, and their focus on student thinking. In particular, they began to analyze teaching in terms of how it affects student thinking, to consider multiple interpretations of student thinking, and to develop a more tentative stance of inquiry. More significantly, the reflective stance developed via the video curriculum transferred to the PTs’ self-reflection in a course field experience. The results of this study speak to the power of using a video-case curriculum as a means of developing a reflective stance in prospective mathematics teachers.

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Notes

  1. In order to aid the readers, each person referenced is coded according to their role: prospective teacher (PT), LTLF video teacher (VT), or LTLF video student (VS).

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Authors and Affiliations

  1. Department of Cognitive and Learning Sciences, Michigan Technological University, 1400 Townsend Drive, Houghton, MI, 49931, USA

    Shari L. Stockero

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  1. Shari L. Stockero
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Correspondence to Shari L. Stockero.

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Stockero, S.L. Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. J Math Teacher Educ 11, 373–394 (2008). https://doi.org/10.1007/s10857-008-9079-7

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  • DOI: https://doi.org/10.1007/s10857-008-9079-7

Keywords

  • Preservice teacher education
  • Mathematics teacher education
  • Video cases
  • Case method
  • Teacher learning
  • Reflection

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