Abstract
The aim of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted in on-line discussions when prospective primary mathematics teachers analysed video-cases about mathematics teaching. Prospective teachers enrolled in a mathematics methodology course participated for 4 weeks in two virtual learning environments that integrated the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching. Three aspects were considered relevant to explain the prospective teachers’ learning: the way in which the theoretical information was used to frame and to interpret the events from mathematics teaching; the characteristics of engagement with others participating in the on-line discussions and the role played by prospective teachers’ beliefs. Possible reasons for the importance of these features include the specific questions posed in on-line discussions and the use of video-clips of mathematics teaching. These findings are considered useful in designing virtual learning environments and the kinds of tasks through which the understanding of mathematics teaching and learning-to-notice skills can be developed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Andriessen, L., Erkens, G., van de Laank, C., Peters, N., & Coirier, N. (2003). Argumentation as negotiation in electronic collaborative writing. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognition in computers-supporters collaborative learning environment (pp. 79–115). Dordrecht: Kluwer Academic Publishers.
Borko, H., Jacobs, J., Eiteljorg, R., & Pittman, M. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.
Byman, A., Järvela, S., & Häkkinen, P. (2005). What is reciprocal understanding in virtual interaction? Instructional Science, 33, 121–136.
Callejo, M. L., Llinares, S., & Valls, J. (2008). Using video-case to learn to “notice” mathematics teaching in asynchronous discussion groups. In O. Figueras & A. Sepúlveda (Eds), Proceedings of the joint meeting of the 32nd conference of the international group for the psychology of mathematics education, and the XXX North American chapter, vol. 1 (pp. 233–240). Morelia, MI, México: PME.
Davis, E. A. (2006). Characterizing productive reflection among pre-service elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281–301.
De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46, 6–28.
Derry, Sh. J., Gance, S., Gance, L. L., & Schaleger, M. (2000). Toward assessment of knowledge-building practices in technology-mediated work group interactions. In E. Lajoie (Ed.), Computers as cognitive tools. No more walls (Vol. 2, pp. 29–68). Mahwah, NJ: Lawrence Erlbaum Associates.
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689.
García, M., Sánchez, V., Escudero, I., & Llinares, S. (2006). The dialectic relationship between theory and practice in mathematics teacher education. Journal of Mathematics Teacher Education, 9(2), 109–128.
Goos, M., & Benninson, A. (2005). The role of online discussion in building a community of practice for beginning teachers for secondary mathematics. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Proceedings of the annual conference of mathematics education research of Australasia (pp. 385–392). Sydney, Australia: MERGA Inc.
Hannafin, M., & Kim, M. (2003). In search of a future: A critical analysis of research on web-based teaching and learning. Instructional Science, 31, 347–351.
Kumpulainen, K., & Mutanen, M. (2000). Mapping the dynamics of peer group interactions: A method of analysis of socially shared learning processes. In H. Cowie & G. Van der Aalsvoort (Eds.), Social interaction in learning and instruction. The meaning of discourse for the construction of knowledge (pp. 144–160). Amsterdam: Pergmano-EARLI.
Lin, P. J. (2005). Using research-based video-cases to help pre-service primary teachers conceptualize a contemporary view of mathematics teaching. International Journal of Science and Mathematics Education, 3, 351–377.
Llinares, S. (2002). Participation and reification in learning to teach. The role of knowledge and beliefs. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 195–210). Dordrecht, The Netherlands: Kluwer.
Llinares, S. (2004). Building virtual learning communities and the learning of mathematics teacher student. Invited Regular Lecture at ICME-04, Copenhagen, Denmark.
Llinares, S., & Krainer, K. (2006). Mathematics (student) teachers and teachers educators as learners. In A. Gutierrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 429–459). Rotterdam/Taipei: Sense Publishers.
Llinares, S., & Olivero, F. (2008). Virtual Communities and networks of prospective mathematics teachers: Technologies, interactions and new forms of discourse. In K. Krainer & T. Wood (Eds.), The International handbook of mathematics education. Vol. 3. Participants in mathematics teacher education (pp. 155–179). Rotterdam/Taipei: Sense Publishers.
Llinares, S., & Valls, J. (2009). The building of pre-service primary teachers’ knowledge of mathematics teaching: interactions and online video cases studies. Instructional Science, 37(3), 247–271.
Masingila, J., & Doerr, H. (2002). Understanding pre-service teachers’ emerging practices through their analysis of a multimedia case study of practice. Journal of Mathematics Teacher Education, 5(3), 235–263.
Mitchell, J. (2003). On-line writing: A link to learning in teacher education program. Teaching and Teacher Education, 19, 127–143.
Morris, A. (2006). Assessing pre-service teachers’ skills for analyzing teaching. Journal of Mathematics Teacher Education, 9, 471–505.
Mousley, J., Lambdin, D., & Koc, Y. (2003). Mathematics teacher education and technology. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 395–432). Dordrecht: Kluwer Academic Publishers.
Mousley, J., & Sullivan, P. (1996). Learning about teaching. An interactive tutorial program to facilitate the study of the teaching. Adelaida: AAMT/CSMSEE/Deakin University/MTLC/ACU.
Mousley, J., & Sullivan, P. (1997). Dilemmas in the professional education of mathematics teachers. In E. Pehkonnen (Ed.), Proceedings of the international group for the psychology of mathematics education (Vol. 1, pp. 31–46). Lahti, Finland: Program Committee of PME.
Parks, A. N. (2008). Messy learning: Preservice teachers’ lesson-study conversations about mathematics and students. Teaching and Teacher Education, 24, 1200–1216.
Pena-Shaff, J., & Nicholls, C. (2004). Analyzing student interactions and meaning construction in computer bulletin board discussion. Computers & Education, 42(3), 243–265.
Rey, C., Penalva, C., & Llinares, S. (2006). Aprendizaje colaborativo y desarrollo profesional del profesor de matemáticas. Análisis de un caso. Quadrante, XV(1 e 2), 95–120.
Schrire, S. (2006). Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. Computers & Education, 46, 49–70.
Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (Ed.), Using video in teacher education (pp. 259–286). Oxford: Elsevier Ltd.
Sherin, M. G. (2001). Developing a professional vision of classroom events. In T. Wood, B. Scott Nelson, & J. Warfield (Eds.), Beyond classical pedagogy. Teaching elementary school mathematics (pp. 73–93). Mahwah, NJ: Lawrence Erlbaum Associates.
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal Mathematics Teacher Education, 11(2), 107–125.
Strijbos, J., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers & Education, 46, 29–48.
Valls, J., Llinares, S., & Callejo, M. L. (2006). Video-clips y análisis de la enseñanza. Construcción del conocimiento necesario para enseñar matemáticas. In M. C. Penalva, I. Escudero, & D. Barba (Eds.), Conocimiento, entornos de aprendizaje y tutorización para la formación del profesorado de matemáticas. Construyendo comunidades de práctica (pp. 25–43). Granada: Proyecto Sur.
van Es, E., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supporter collaborative learning. Computers & Education, 46, 71–95.
Wells, G. (2002). Dialogic inquiry. Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.
Acknowledgements
The research reported here has been financed in part by Ministerio de Educación y Ciencia, Dirección General de Investigación, Spain, under Grant no. SEJ2004-05479 and EDU2008-04583/EDUC
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Llinares, S., Valls, J. Prospective primary mathematics teachers’ learning from on-line discussions in a virtual video-based environment. J Math Teacher Educ 13, 177–196 (2010). https://doi.org/10.1007/s10857-009-9133-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10857-009-9133-0