The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10382290" target="_blank" >RIV/00216208:11410/18:10382290 - isvavai.cz</a>

Result on the web

<a href="https://doi.org/10.1007/978-3-319-72170-5_39" target="_blank" >https://doi.org/10.1007/978-3-319-72170-5_39</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-319-72170-5_39" target="_blank" >10.1007/978-3-319-72170-5_39</a>

Result language

angličtina

Original language name

The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers

Original language description

The article focuses on the professional vision of pre-service mathematics teachers. Drawing on literature about its development in video-based interventions, the article focuses on the effect of a video-based intervention on pre-service teachers&apos; (n = 32) knowledge-based reasoning as a component of professional vision. The intervention had features compatible with situated cognition learning theory. The participants&apos; knowledge-based reasoning was tracked in participants&apos; written reflections on mathematics lessons shown on video before and after the intervention. An important feature of the intervention lies in balancing the videos to avoid the learning effect and a possible influence of the video content. The study showed a decrease in subjective judgments and negative comments about the lessons; however, there was a decrease rather than increase in higher-level interpretations. Possible reasons for this are discussed against results of similar intervention studies. Implications for teacher education are given.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

Invited Lectures from the 13th International Congress on Mathematical Education

ISBN

978-3-319-72169-9

ISSN

—

e-ISSN

neuvedeno

Number of pages

19

Pages from-to

699-717

Publisher name

SPRINGER

Place of publication

Cham

Event location

Hamburg

Event date

Jul 24, 2016

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

000448067900038