Do Student Teachers Attend to Mathematics Specific Phenomena when Observing Mathematics Teaching on Video?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F12%3A10131196" target="_blank" >RIV/00216208:11410/12:10131196 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.orbisscholae.cz" target="_blank" >http://www.orbisscholae.cz</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Do Student Teachers Attend to Mathematics Specific Phenomena when Observing Mathematics Teaching on Video?

Popis výsledku v původním jazyce

This article describes the results of an investigation into pre-service teachers' ability to notice mathematics specific phenomena in a lesson observed on a video-recording. Thirty mathematics education students' written analyses of a viewed lesson weresubjected to a selective content analysis. The results of both qualitative and quantitative nature conform with earlier research on pre-service teachers' lesson analyses and, in addition, bring detailed report not only on the participants' ability to notice but also on categories of content-related observable aspects of teaching. The discussion focuses on situating the findings within the framework of pedagogical content knowledge and indicates ways to further link the ability to notice to both teacherdevelopment design and effective teaching practice.

Název v anglickém jazyce

Do Student Teachers Attend to Mathematics Specific Phenomena when Observing Mathematics Teaching on Video?

Popis výsledku anglicky

This article describes the results of an investigation into pre-service teachers' ability to notice mathematics specific phenomena in a lesson observed on a video-recording. Thirty mathematics education students' written analyses of a viewed lesson weresubjected to a selective content analysis. The results of both qualitative and quantitative nature conform with earlier research on pre-service teachers' lesson analyses and, in addition, bring detailed report not only on the participants' ability to notice but also on categories of content-related observable aspects of teaching. The discussion focuses on situating the findings within the framework of pedagogical content knowledge and indicates ways to further link the ability to notice to both teacherdevelopment design and effective teaching practice.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F11%2F1740" target="_blank" >GAP407/11/1740: Kritická místa matematiky na základní škole - analýza didaktických praktik učitelů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2012

Kód důvěrnosti údajů

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

Název periodika

Orbis scholae

ISSN

1802-4637

e-ISSN

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Svazek periodika

6

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

85-101

Kód UT WoS článku

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EID výsledku v databázi Scopus

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