Teacher Practice

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice.

In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings of this work. First, we show how a formative assessment context situated outside of instruction can engage teachers in practice-based noticing.

Using social learning theory with the central concept of a community of practice, we situate this work within a secondary mathematics methods course to unpack preservice secondary mathematics teachers (PSMTs) development through the use of video case studies. We analyzed six sessions of the course in which PSMTs engaged in discussions about video segments of mathematics teaching rooted in the Teaching for Robust Understanding (TRU) framework for high-quality instruction. Analysis of this data showed opportunities for PSMTs to develop critical skills for teaching (Hiebert et al., 2007).

This study examined and compared teachers’ perceived affordances of 360 video as a representation of practice and their professional noticing of students’ mathematics in 360 videos. Data were collected from both preservice and inservice teachers (n = 34) enrolled in one of three mathematics pedagogy courses. Data included participant responses after watching a 360 video of a primary grades mathematics lesson on the commutative property. Teachers described an important student action and indicated where they focused while watching the video.

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on knowledge from prior studies on standard videos, this study aimed to address the gaps in literature to encompass other representations that are being utilized and obtained. Analyses show that standard videos are the primary medium being used to teach future teachers in math methods, followed by animations/comics, and then 360 videos.

The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.

Professional noticing is an essential skill for teachers that is enacted by teachers via their embodied senses (sight, sound, etc.). To better understand the nature of teacher noticing, 44 preservice teachers (PSTs) viewed a 360 video of an elementary mathematics lesson while wearing virtual reality headsets. PSTs writings of what they noticed and recordings of where they turned their head while wearing the headsets during the recorded scenario were examined.