Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F15%3A10315829" target="_blank" >RIV/00216208:11410/15:10315829 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.orbisscholae.cz/archiv/2015/2015_2_04.pdf" target="_blank" >http://www.orbisscholae.cz/archiv/2015/2015_2_04.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23363177.2015.81" target="_blank" >10.14712/23363177.2015.81</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Popis výsledku v původním jazyce

The aim of this paper is to a) shed light on the nature of student teachers' noticing of mathematics specific phenomena as observed in a video recorded lesson and to b) compare this nature for student teachers at the beginning of their master studies atthe university and those at its end. Our study is based on a thorough examination of student teachers' written analyses (n = 169) of video recorded lessons. We capture the qualities of these in terms of the author-defined notion of mathematics specific (or MS) phenomena by a) matching the students' comments against what we view as important issues in the lessons, and b) developing a framework to further characterise the nature of the observations. Both qualitative and quantitative results corroborate the findings of earlier research on pre-service teachers' lesson analyses in that they pay limited attention to content in the lesson observed. Moreover, it transpired that students tend to notice MS phenomena which are not identified as im

Název v anglickém jazyce

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Popis výsledku anglicky

The aim of this paper is to a) shed light on the nature of student teachers' noticing of mathematics specific phenomena as observed in a video recorded lesson and to b) compare this nature for student teachers at the beginning of their master studies atthe university and those at its end. Our study is based on a thorough examination of student teachers' written analyses (n = 169) of video recorded lessons. We capture the qualities of these in terms of the author-defined notion of mathematics specific (or MS) phenomena by a) matching the students' comments against what we view as important issues in the lessons, and b) developing a framework to further characterise the nature of the observations. Both qualitative and quantitative results corroborate the findings of earlier research on pre-service teachers' lesson analyses in that they pay limited attention to content in the lesson observed. Moreover, it transpired that students tend to notice MS phenomena which are not identified as im

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

2015

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

9

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

25

Strana od-do

77-101

Kód UT WoS článku

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EID výsledku v databázi Scopus

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