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Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases

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Abstract

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.

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Notes

  1. This module is one of the three that have been developed by TEACH MATH for use in mathematics methods courses. All three of the modules were developed for elementary and middle school mathematics methods courses and are designed to support PSTs in developing competencies related to integrating children’s MMKB in instruction. For a more detailed explanation of the activities within this or other TEACH MATH modules see Aguirre et al. (2012, 2013), Bartell et al. (2010, 2013), and Turner et al. 2012.

  2. To protect the identities of PSTs, they all are identified by a code. The first letter represents the PST’s site (A, B, D, F), and the number represents a particular PST at this site.

  3. In addition to the speaker, the video that was being discussed is provided for direct quotations. Recall that the Marshmallow video was shown at the beginning of the semester, and the Equality and Questioning Data videos were shown near the end of the semester.

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Acknowledgments

This material is based upon work supported by the National Science Foundation under Grant No. 1228034. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. Washington State University Tri-Cities, 2710 Crimson Way, Richland, WA, 99354, USA

    Amy Roth McDuffie & Catherine Bolson

  2. Queens College, CUNY, Flushing, NY, USA

    Mary Q. Foote

  3. University of Arizona, Tucson, AZ, USA

    Erin E. Turner

  4. University of Washington Tacoma, Tacoma, WA, USA

    Julia M. Aguirre

  5. Michigan State University, East Lansing, MI, USA

    Tonya Gau Bartell & Corey Drake

  6. Drake University, Des Moines, IA, USA

    Tonia Land

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  1. Amy Roth McDuffie
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  2. Mary Q. Foote
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  3. Catherine Bolson
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  4. Erin E. Turner
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  8. Tonia Land
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Correspondence to Amy Roth McDuffie.

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Roth McDuffie, A., Foote, M.Q., Bolson, C. et al. Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. J Math Teacher Educ 17, 245–270 (2014). https://doi.org/10.1007/s10857-013-9257-0

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  • DOI: https://doi.org/10.1007/s10857-013-9257-0

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