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首页> 外文期刊>Journal of mathematics teacher education >Exploring prospective teachers' noticing of students' understanding through micro-case videos
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Exploring prospective teachers' noticing of students' understanding through micro-case videos

机译：通过微案例视频探索预期教师注意到学生的理解

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This paper explores the nature of prospective teachers' noticing of students' understanding as they analyze and discuss middle school students' understandings of trapezoids in micro-case videos in the context of geometry. In this exploratory study, the data were obtained from eight prospective middle school mathematics teachers through individual video analysis, reflection papers, and group discussions. The results indicated that the use of purposeful micro-case video designs based on prospective teachers' background knowledge of quadrilaterals allowed them to be productive in video analyses and discussions. In individual video analyses, prospective teachers attended to various mathematical elements to identify students' responses but did not always use them to make interpretations of each student's understanding of trapezoid. In the group discussions of the micro-case videos, in contrast, prospective teachers could provide alternative interpretations of students' understanding by identifying links between the mathematical elements in students' responses and the characteristics of students' understandings. In the group discussions, they provided more detailed and specific instructional actions to support each student's understanding of trapezoid than their individual video analyses. This study suggests practical implications for teacher education programs on how to use video cases (e.g., firstly, working individually and then having group discussions about the videos) to explore prospective teachers' professional noticing skills. Considering prospective teachers' background knowledge of related mathematical contents, this study can also inspire future studies on how to design effective videos about students' mathematical understanding.
机译：本文探讨了未来教师在几何背景下分析和讨论中学生在微型案例视频中对梯形的理解时，注意学生理解的本质。在这项探索性研究中，通过个人视频分析、反思论文和小组讨论，从八名未来的中学数学教师那里获得了数据。结果表明，基于准教师的四边形背景知识，使用有目的的微型案例视频设计，可以让他们在视频分析和讨论中富有成效。在单独的视频分析中，未来的教师关注各种数学元素以确定学生的反应，但并不总是使用它们来解释每个学生对梯形的理解。相比之下，在微案例视频的小组讨论中，准教师可以通过识别学生回答中的数学元素与学生理解特征之间的联系，提供学生理解的替代解释。在小组讨论中，他们提供了比单独的视频分析更详细和具体的教学行动，以支持每个学生对梯形的理解。这项研究为教师教育项目提供了实践启示，即如何使用视频案例（例如，首先，单独工作，然后就视频进行小组讨论）来探索未来教师的专业注意技能。考虑到准教师对相关数学内容的背景知识，本研究还可以启发未来关于如何设计有效的学生数学理解视频的研究。

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