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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

Invited Lectures from the 13th International Congress on Mathematical Education

ISBN

978-3-319-72169-9

ISSN

—

e-ISSN

neuvedeno

Počet stran výsledku

19

Strana od-do

699-717

Název nakladatele

SPRINGER

Místo vydání

Cham

Místo konání akce

Hamburg

Datum konání akce

24. 7. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000448067900038