Using video to develop pre-service teachers’ noticing within a mathematical modelling context
Siyu Zuo 1 , Lizhe Liu 1 , Chunxia Qi 1 *
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1 Faculty of Education, Beijing Normal University, Beijing, CHINA* Corresponding Author

Abstract

Teacher education should foster teachers’ competencies in teaching mathematical modelling since it is a demanding task. Mathematical modelling requires spontaneous reactions, which are related to the core of teachers’ competencies–teacher noticing. The study designed a video-based course to develop these competencies in the context of mathematical modelling. The findings revealed a noticeable improvement in their noticing competencies after participating in the semester-long course. In particular, pre-service teachers’ topical focus shifted towards modelling thinking and pedagogy. They made significantly more interpretive comments and used significantly more task-dimensional knowledge for teaching mathematical modelling to reason about events. These results appear to support the viability of using video for this purpose.

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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, 2024, Volume 20, Issue 5, Article No: em2441

https://doi.org/10.29333/ejmste/14466

Publication date: 01 May 2024

Online publication date: 17 Apr 2024

Article Views: 350

Article Downloads: 249

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