NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147306
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0737-0008
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy
van Es, Elizabeth A.; Cashen, Mary; Barnhart, Tara; Auger, Anamarie
Cognition and Instruction, v35 n3 p165-187 2017
Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include "attending to features of instruction," "elaborating on observations," and "integrating observations to reason about instruction." Findings reveal that variations in candidates' noticing was tied to their attention to the details of the features of ambitious pedagogy and to the extent to which they integrated observations to examine the relation between student thinking, teaching practice, and mathematical content.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A