Activities per year
Abstract
In the Netherlands there is discussion about the best way to teach mathematics, especially in the case of primary school students. Being able to identify and understand pupils’ multiple problem solving strategies is one of the pillars of pedagogy. However, it is very demanding for teachers, since it requires to notice and analyze pupils’ mathematical thinking and to understanding their actions.
The skill to notice and analyze a student’s mathematical thinking is usually not emphasized in Dutch primary school teacher training. It is important to find ways to help teacher-students to analyze student mathematical reasoning, and to learn to recognize the importance of such analysis. Sherin and van Es used the concept of video clubs to help teachers in US schools to notice and analyze their students’ mathematical thinking. In such video clubs, students jointly discuss their filmed lessons. This leads to the following research question:
How can video clubs be used to teach students who are learning to become primary school teachers to analyze their pupils’ mathematical thinking and to learn to recognize the importance of such analysis?
This paper describes a study that monitors a video club with four participants.
The skill to notice and analyze a student’s mathematical thinking is usually not emphasized in Dutch primary school teacher training. It is important to find ways to help teacher-students to analyze student mathematical reasoning, and to learn to recognize the importance of such analysis. Sherin and van Es used the concept of video clubs to help teachers in US schools to notice and analyze their students’ mathematical thinking. In such video clubs, students jointly discuss their filmed lessons. This leads to the following research question:
How can video clubs be used to teach students who are learning to become primary school teachers to analyze their pupils’ mathematical thinking and to learn to recognize the importance of such analysis?
This paper describes a study that monitors a video club with four participants.
| Original language | English |
|---|---|
| Title of host publication | Science and mathematics education in the 21st century |
| Subtitle of host publication | Atee Winter conference: proceedings |
| Editors | Laurinda Leite, Elizabeth Oldham, Luísa Carvalho, Ana S. Afonso, Floriano Viseu, Luís Dourado, Maria Helena Martinho |
| Place of Publication | Brussels |
| Publisher | Association for Teacher Education |
| Pages | 61-71 |
| ISBN (Print) | 9789082506549 |
| Publication status | Published - 2019 |
| Event | ATEE (Association for Teacher Education in Europe) Winter Conference 2019: Science and mathematics education in the 21st century - Braga, Portugal Duration: 15 Apr 2019 → 17 Apr 2019 |
Conference
| Conference | ATEE (Association for Teacher Education in Europe) Winter Conference 2019 |
|---|---|
| Abbreviated title | ATEE 2019 |
| Country/Territory | Portugal |
| City | Braga |
| Period | 15/04/19 → 17/04/19 |
Fingerprint
Dive into the research topics of 'Teacher-Students learning to notice children’s mathematical reasoning in a video club'. Together they form a unique fingerprint.Activities
- 2 Oral presentation
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Students in teacher education learning to notice children’s mathematical reasoning in a video club
Loek Spitz (Speaker)
16 Apr 2019Activity: Talk or presentation › Oral presentation › Academic
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Videoclubs om het rekenwiskundig denken van het kinderen te leren zien
Loek Spitz (Speaker)
18 May 2018Activity: Talk or presentation › Oral presentation › Professional