Teachers' Noticing and Interpretations of Students' Responses to Silent Video Tasks

Autor/inn/en	Kristinsdóttir, Bjarnheiður; Hreinsdóttir, Freyja; Lavicza, Zsolt; Wolff, Charlotte Eliza
Titel	Teachers' Noticing and Interpretations of Students' Responses to Silent Video Tasks
Quelle	In: Research in Mathematics Education, 22 (2020) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kristinsdóttir, Bjarnheiður) ORCID (Lavicza, Zsolt) ORCID (Wolff, Charlotte Eliza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2020.1722959
Schlagwörter	Observation; Student Reaction; Video Technology; Secondary School Students; Foreign Countries; Mathematics Instruction; Mathematical Concepts; Verbal Communication; Learning Activities; Secondary School Teachers; Concept Formation; Discussion (Teaching Technique); Iceland + Suchen Sie Ihr Suchwort? Beobachtung; Schülerkritik; Sekundarschüler; Ausland; Mathematics lessons; Mathematikunterricht; Lernaktivität; Concept learning; Begriffsbildung; Island
Abstract	Four upper secondary school teachers in Iceland were asked to implement a silent video task, intended to support students' understanding of mathematical concepts, with their 17-18 years old students and to give feedback to the researcher developing the task. The task was challenging for teachers because it required them to make a short transition from a transmission-oriented to a socio-constructive approach in a new role as facilitators of learning; encouraging students' discussions about mathematics and utilising student-to-student explanations in a whole group discussion. An overarching research question asked how teachers' knowledge influenced their engagement in the innovative practices. This paper reports how teachers noticed (i) mainly unclarity and what was absent in students' responses to the silent video task, and (ii) some limiting factors and insecurities that constrained teachers' ability to innovate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01