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The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching

Abstract

This is an intervention study that explored the effect of using video lesson analysis methodology (VLAM) on the ability of prospective middle/high school mathematics teachers to analyze mathematics teaching. The sample of the study consisted of 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. The participants were divided equally into two groups, experimental and control. The experimental group was involved in video lesson analysis where they analyzed ten video lessons throughout the semester. The group members interacted via discussion forums through Blackboard technology. Both groups wrote analyses of two video lessons, one before the intervention program and another at the end of it. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental group while little improvement occurred to the control group. Implications for teacher education programs are discussed.

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Notes

  1. E and C correspond to experimental and control group, respectively. The number next to the letter is used to identify a participant.

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Correspondence to Othman N. Alsawaie.

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Alsawaie, O.N., Alghazo, I.M. The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching. J Math Teacher Educ 13, 223–241 (2010). https://doi.org/10.1007/s10857-009-9138-8

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  • DOI: https://doi.org/10.1007/s10857-009-9138-8

Keywords

  • Teacher preparation
  • Video-based approach
  • Methods courses
  • Learning to notice
  • Analyzing mathematics teaching