The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers
Result 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' (n = 32) knowledge-based reasoning as a component of professional vision. The intervention had features compatible with situated cognition learning theory. The participants' knowledge-based reasoning was tracked in participants' 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.
Keywords
Evaluation InterpretationKnowledge-based reasoningPre-service mathematics teachersNoticingProfessional vision
The result's identifiers
Result code in IS VaVaI
Result on the web
DOI - Digital Object Identifier
Alternative languages
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' (n = 32) knowledge-based reasoning as a component of professional vision. The intervention had features compatible with situated cognition learning theory. The participants' knowledge-based reasoning was tracked in participants' 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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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Invited Lectures from the 13th International Congress on Mathematical Education
ISBN
978-3-319-72169-9
ISSN
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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
Basic information
Result type
D - Article in proceedings
OECD FORD
Education, general; including training, pedagogy, didactics [and education systems]
Year of implementation
2018