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ERIC Number: ED536587
Record Type: Non-Journal
Publication Date: 2012
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2671-1172-2
Helping Prospective Teachers to Understand Children's Mathematical Thinking
Hartman, Genevieve L.
ProQuest LLC, Ph.D. Dissertation, Columbia University
The primary aim of this study was to investigate the effects of two video-based interventions, one guided, the other non-guided, on pre-service early childhood education teachers' understanding of students' mathematical thinking. Five web-based lessons on various topics in children's mathematical development were created for this study. Each contained a short reading introducing a videotaped clinical interview of a young child performing a mathematical task. The unguided group then watched a 2-minute video, while the guided group watched the same video segmented into short clips and then answered open-ended questions at each break. The main goal was to examine the effectiveness of the use of videotaped clinical interviews in professional development. More specifically, I was interested in the types of experiences offered by the guided and unguided versions, as compared to those of the control group. The results of this study showed that both the guided- and unguided-video experiences were successful in changing the way prospective teachers interpreted children's mathematical thinking. While the results show it was possible to use videos to improve prospective teachers' interpretive abilities, it was not possible to improve their ability to apply the interpretations to developing appropriate teaching activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States