Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations

Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations

Rossella Santagata (University of California, Irvine, USA), Janette Jovel (Independent Researcher, USA) and Cathery Yeh (Chapman University, USA)
Copyright: © 2017 |Pages: 13
DOI: 10.4018/978-1-5225-0711-6.ch006
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Abstract

Research that focuses on understanding pre-service teachers' learning processes as they engage in video-based activities is still limited. This study investigates pre-service teachers' group conversations around videos of mathematics teaching. Conversations of two groups attending a ten-week video-based course introducing standards-based instruction were videotaped, transcribed, and analyzed. Pre-service teachers' discussions included elements of an analysis framework used to guide their viewing: mathematics content, analysis of teaching and of student thinking and learning, and suggestions for instructional improvement. Analyses became more elaborated over the duration of the course. In addition, pre-service teachers discussed standards-based mathematics teaching by increasingly valorizing its characteristics. Findings highlighted important dimensions for working with video in teacher collaborative settings: the purpose, viewing lens, group dynamics, and facilitator role.
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Background

In the United States new curriculum standards for the teaching and learning of mathematics were recently introduced (National Governors Association for Best Practices, 2010). The Common Core Standards for Mathematics present an ambitious vision for high-quality mathematics instruction and include Mathematical Practice Standards that support the development of students’ understanding of central mathematical ideas (as delineated by the Mathematical Content Standards). This vision of mathematics instruction proposes, for example, that students develop conceptual understanding of core mathematical ideas as well as procedural fluency in a range of domains. Additionally, students should construct increasingly sophisticated forms of mathematical argumentation as well as critique the reasoning of others, learn to communicate their reasoning effectively using multiple representations, and make connections between different representations. Student thinking and mathematical learning practices clearly play a fundamental role in this vision.

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