Journal article
A qualitative metasynthesis of video-based prompts and noticing in mathematics education
Mathematics education research journal, Vol.35(1), pp.105-131
03/01/2023
DOI: 10.1007/s13394-021-00378-7
Abstract
We conducted a qualitative metasynthesis of research focused on prompts used to elicit noticing following video observations within mathematics education. Forty-nine, peer-reviewed articles were selected based on specific criteria and analyzed using a defined approach to better understand the variations in the prompts mathematics teacher educators used as they supported teacher noticing. We also focused on research findings from articles with different types of prompts. Forty-five percent of articles included a general prompt and 55% a specific prompt. Findings based on articles in which authors used specific prompts reported the following: (a) video is a helpful tool to support the learning of noticing, (b) noticing is a skill that can be developed, (c) noticing ability differs between novice and expert teachers. Findings from articles with general prompts indicate the following: (a) teachers experienced a shift in noticing, (b) how teachers' noticed changed, (c) video selection is critical for influencing teacher noticing.
Details
- Title: Subtitle
- A qualitative metasynthesis of video-based prompts and noticing in mathematics education
- Creators
- Anne Estapa - University of IowaJulie M. Amador - North Idaho College
- Resource Type
- Journal article
- Publication Details
- Mathematics education research journal, Vol.35(1), pp.105-131
- Publisher
- Springer Nature
- DOI
- 10.1007/s13394-021-00378-7
- ISSN
- 1033-2170
- eISSN
- 2211-050X
- Number of pages
- 27
- Language
- English
- Date published
- 03/01/2023
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371298702771
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