Santagata, Rossella ORCID: 0000-0003-1499-8556, Koenig, Johannes, Scheiner, Thorsten ORCID: 0000-0002-1118-5958, Nguyen, Ha ORCID: 0000-0001-7138-1427, Adleff, Ann-Kristin, Yang, Xinrong and Kaiser, Gabriele (2021). Mathematics teacher learning to notice: a systematic review of studies of video-based programs. ZDM-Math. Educ., 53 (1). S. 119 - 135. HEIDELBERG: SPRINGER HEIDELBERG. ISSN 1863-9704

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Abstract

Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

Item Type: Journal Article
Creators:
CreatorsEmailORCIDORCID Put Code
Santagata, RossellaUNSPECIFIEDorcid.org/0000-0003-1499-8556UNSPECIFIED
Koenig, JohannesUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
Scheiner, ThorstenUNSPECIFIEDorcid.org/0000-0002-1118-5958UNSPECIFIED
Nguyen, HaUNSPECIFIEDorcid.org/0000-0001-7138-1427UNSPECIFIED
Adleff, Ann-KristinUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
Yang, XinrongUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
Kaiser, GabrieleUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
URN: urn:nbn:de:hbz:38-592182
DOI: 10.1007/s11858-020-01216-z
Journal or Publication Title: ZDM-Math. Educ.
Volume: 53
Number: 1
Page Range: S. 119 - 135
Date: 2021
Publisher: SPRINGER HEIDELBERG
Place of Publication: HEIDELBERG
ISSN: 1863-9704
Language: English
Faculty: Unspecified
Divisions: Unspecified
Subjects: no entry
Uncontrolled Keywords:
KeywordsLanguage
PROFESSIONAL-DEVELOPMENT; DECISION-MAKING; COMPETENCE MEASUREMENT; EDUCATION; VISION; PERCEPTION; CONTEXTMultiple languages
Education & Educational ResearchMultiple languages
URI: http://kups.ub.uni-koeln.de/id/eprint/59218

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