Professional noticing as student-centered: Pre-service teachers’ attending to students’ mathematics in 360 video

Karl W. Kosko; Maryam Zolfaghari; Jennifer L. Heisler

doi:10.29333/ejmste/12267

Full Text (PDF)

Karl W. Kosko ¹ ^* , Maryam Zolfaghari ¹ , Jennifer L. Heisler ¹

More Detail

¹ Kent State University, Kent, OH, USA^* Corresponding Author

Abstract

Teachers’ professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students’ mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers’ (PSTs) 360 video viewing to examine the relationship between where and what PSTs’ looked at and what they attended to in writing. Results and findings suggest that at key moments during the 360 video viewed, PSTs attending to students’ fractions focus on students whereas their peers focusing on general pedagogy (i.e., group work) focus on the teacher.

Keywords

360 video
immersive representations of practice
professional noticing
teacher noticing

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 9, September 2022, Article No: em2145

https://doi.org/10.29333/ejmste/12267

Publication date: 26 Jul 2022

Article Views: 2818

Article Downloads: 1269

Open Access References How to cite this article

References

Amador, J. (2016). Professional noticing practices of novice mathematics teacher educators. International Journal of Science & Mathematics Education, 14, 217-241. https://doi.org/10.1007/s10763-014-9570-9
Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., König, J. (2022). Teacher noticing and its growth toward expertise: An expert-novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, 110, 205-232. https://doi.org/10.1007/s10649-021-10128-y
Buchbinder, O., Brisard, S., Butler, R., & McCrone, S. (2021). Preservice secondary mathematics teachers’ reflective noticing from 360-degree video recordings of their own teaching. Journal of Technology and Teacher Education, 29(3), 279-308.
Cortina, K. S., Miller, K. F., McKenzie, R., & Epstein, A. (2015). Where low and high inference data converge: Validation of CLASS assessment of mathematics instruction using mobile eye tracking with expert and novice teachers. International Journal of Science and Mathematics Education, 13(2), 389-403. https://doi.org/10.1007/s10763-014-9610-5
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. SAGE.
Dessus, P., Cosnefroy, O., & Luengo, V. (2016). Keep your eyes on ‘em all!: A mobile eye-tracking analysis of teachers’ sensitivity to students. In European Conference on Technology Enhanced Learning (pp. 72-84). Springer. https://doi.org/10.1007/978-3-319-45153-4_6
Dunekacke, S., Jenßen L., & Blömeke, S. (2015). Effects of mathematics content knowledge on pre-school teachers’ performance: A video-based assessment of perception and planning abilities in informal learning situations. International Journal of Science and Mathematics Education, 13, 267-286. https://doi.org/10.1007/s10763-014-9596-z
Eggins, S. (2004). An introduction to systemic functional linguistics. Continuum International Publishing Group.
Empson, S. B., Krause, G. H., & Jacobs, V. R. (2021). “I stewed over that number set for like an hour last night”: Purposeful selection of numbers for fraction story problems. Journal of Mathematical Behavior, 64, 1-14.https://doi.org/10.1016/j.jmathb.2021.100909
Endsley, M. R. (2017). Toward a theory of situation awareness in dynamic systems. In E. Salas & A. S. Diertz (Eds.), Situational Awareness (pp. 9-42). Routledge. https://doi.org/10.4324/9781315087924-3
Ferdig, R. E., & Kosko, K. W. (2020). Implementing 360 video to increase immersion, perceptual capacity, and noticing. TechTrends, 64, 849-859. https://doi.org/10.1007/s11528-020-00522-3
Ferdig, R. E., Kosko, K. W., & Gandolfi, E. (2020). Effect and influence of ambisonic audio in viewing 360 video. Journal of Virtual Worlds Research, 13(2-3), 1-14. https://doi.org/10.4101/jvwr.v13i2-3.7422
Gold, B., & Windscheid, J. (2020). Observing 360-degree classroom videos–Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality. Computers & Education, 156, 103960. https://doi.org/10.1016/j.compedu.2020.103960
González, G. (2015). The use of linguistic resources by mathematics teachers to create analogies. Linguistics and Education, 30, 81-96. https://doi.org/10.1016/j.linged.2015.03.012
Heisler, J., & Kosko, K. W. (2021). Teacher noticing with 360 video. In J. Herron (Ed.), Proceeding of the 120^th annual convention of the School Science and Mathematics Association (pp. 44-51). SSMA.
Huang, R. & Li, Y. (2012). What matters most: A comparison of expert and novice teachers’ noticing of mathematics classroom events. School Science and Mathematics, 112(7), 420-432. https://doi.org/10.1111/j.1949-8594.2012.00161.x
Huang, Y., Miller, K. F., Cortina, K. S., & Richter, D. (2021a). Teachers’ professional vision in action: Comparing expert and novice teacher’s real-life eye movements in the classroom. Zeitschrift für Pädagogische Psychologie [Journal of Educational Psychology], 1-18. https://doi.org/10.1024/1010-0652/a000313
Huang, Y., Richter, E., Kleickmann, T., Wiepke, A., & Richter, D. (2021b). Classroom complexity affects student teachers’ behavior in a VR classroom. Computers & Education, 163, 104100. https://doi.org/10.1016/j.compedu.2020.104100
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking, Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
Kosko, K. W., Ferdig, R. E., & Roche, L. (2021a). Editorial: Conceptualizing a shared definition and future directions for extended reality (XR) in teacher education. Journal of Technology and Teacher Education, 29(3), 257-278. https://www.learntechlib.org/primary/p/219894
Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2021b). Preservice teachers’ professional noticing when viewing standard and 360 video. Journal of Teacher Education, 72(3), 284-297. https://doi.org/10.1177/0022487120939544
Kosko, K. W., Heisler, J., & Gandolfi, E. (2022). Using 360-degree video to explore teachers’ professional noticing. Computers and Education, 180, 1-13. https://doi.org/10.1016/j.compedu.2022.104443
Landis, J. R., & Kotch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310
Lee, A. V. Y., & Tan, S. C. (2020). From micro to meso: Scaling of a teacher noticing study. In H. J., So, M. M. Rodrigo, J. Mason, & A Mitrovic (Eds.), Proceedings of the 28^th International Conference on Computers in Education (pp. 100-105). Asia-Pacific Society for Computers in Education.
Mehler, A., Clarke, R.J. (2002). Systemic functional hypertexts (SFHT). In K. Liu, R. J. Clarke, P. B. Andersen, R. K. Stamper, & E. S. Abou-Zeid (Eds.), Organizational semiotics. IFIP–The International Federation for Information Processing. Springer. https://doi.org/10.1007/978-0-387-35611-2_10
Milewski, A., Erickson, A., & Herbst, P. (2021). “It depends…”: Using ambiguities to better understand mathematics teachers’ decision-making. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 123-144. https://doi.org/10.1007/s42330-021-00141-x
Miller, K. F. (2011). Learning from the experience of others: What education can learn from video-based research in other fields. In M. Sherin, V. Jacobs, & R. Phillip (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 51–65). Routledge.
Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551-575. https://doi.org/10.1007/s10857-014-9294-3
Pouta, M., Lehtinen, E., & Palonen, T. (2020). Student teachers’ and experienced teachers’ professional vision of students’ understanding of the rational number concept. Educational Psychology Review, 33, 109-128. https://doi.org/10.1007/s10648-020-09536-y
Scheiner, T. (2016). Teacher noticing: Enlightening or blinding. ZDM, 48, 227-238. https://doi.org/10.1007/s11858-016-0771-2
Sherin, B., & Star, J. R. (2011). Reflections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing seeing through teachers’ eyes (pp. 66-78). Routledge. https://doi.org/10.4324/9780203832714
Sherin, M. G. (2007). Research on how people learn with and from video: Recommendations from an expert panel. In Guidelines for video research in education: Recommendations from an expert panel (pp. 47-58). University of Chicago.
Stahnke, R., & Blömeke, S. (2021). Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers’ gaze and identification of events. Learning and Instruction, 74, 101464. https://doi.org/10.1016/j.learninstruc.2021.101464
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125. https://doi.org/10.1007/s10857-007-9063-7
Stockero, S. L., & Rupnow, R. L. (2017). Measuring noticing within complex mathematics classroom interactions. In E. O. Schack, M. H. Fischer, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 281-301). Springer. https://doi.org/10.1007/978-3-319-46753-5_17
Stüermer, K., Seidel, T., Mueller, K., Häusler, J., & Cortina, K. S. (2017). What is in the eye of preservice teachers while instructing? An eye-tracking study about attention processes in different teaching situations. Zeitschrift für Erziehungswissenschaft [Journal of Educational Science], 20(1), 75-92. https://doi.org/10.1007/s11618-017-0731-9
van den Bogert, N., van Bruggen, J., Kostons, D., & Jochems, W. (2014). First steps into understanding teachers’ visual perception of classroom events. Teaching and Teacher Education, 37, 208-216. https://doi.org/10.1016/j.tate.2013.09.001
van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM–Mathematics Education, 53(1), 17-27. https://doi.org/10.1007/s11858-020-01211-4
van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187. https://doi.org/10.1080/07370008.2017.1317125
Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. https://doi.org/10.1016/j.tate.2018.11.009
Wells, K. J. (2017). Noticing students’ conversations and gestures during group problem-solving in mathematics. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 183-204). https://doi.org/10.1007/978-3-319-46753-5_11
Weston, T. L., & Amador, J. M. (2021). Investigating student teachers’ noticing using 360 video of their own teaching. Journal of Technology and Teacher Education, 29(3), 309-338.

How to cite this article

APA

Kosko, K. W., Zolfaghari, M., & Heisler, J. L. (2022). Professional noticing as student-centered: Pre-service teachers’ attending to students’ mathematics in 360 video. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2145. https://doi.org/10.29333/ejmste/12267

Vancouver

Kosko KW, Zolfaghari M, Heisler JL. Professional noticing as student-centered: Pre-service teachers’ attending to students’ mathematics in 360 video. EURASIA J Math Sci Tech Ed. 2022;18(9):em2145. https://doi.org/10.29333/ejmste/12267

AMA

Kosko KW, Zolfaghari M, Heisler JL. Professional noticing as student-centered: Pre-service teachers’ attending to students’ mathematics in 360 video. EURASIA J Math Sci Tech Ed. 2022;18(9), em2145. https://doi.org/10.29333/ejmste/12267

Chicago

Kosko, Karl W., Maryam Zolfaghari, and Jennifer L. Heisler. "Professional noticing as student-centered: Pre-service teachers’ attending to students’ mathematics in 360 video". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 9 (2022): em2145. https://doi.org/10.29333/ejmste/12267

Harvard

Kosko, K. W., Zolfaghari, M., and Heisler, J. L. (2022). Professional noticing as student-centered: Pre-service teachers’ attending to students’ mathematics in 360 video. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2145. https://doi.org/10.29333/ejmste/12267

MLA

Kosko, Karl W. et al. "Professional noticing as student-centered: Pre-service teachers’ attending to students’ mathematics in 360 video". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 9, 2022, em2145. https://doi.org/10.29333/ejmste/12267