Development of Noticing Using Video Analysis by Argumentative Writing
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
In context-oriented way, the preservice teachers’ noticing of students’ geometrical thinking is examined with the help of reports for analysis of classroom videos prepared based on argumentative writing. A video group including 10 preservice middle school mathematics teachers was formed. The process of their development was explored through three stages including training in argumentation and argumentative writing. In these reports, it was observed that the participants generally described geometrical context rather than interpreting or evaluating the actions in individual video analysis in stage 1. Then, they took training in argumentative writing, and, they prepared reports based on Toulmin’s model of argumentation. Afterward, argumentative writing could encourage the development of noticing since it provided evidence by making connections between mathematical elements in students’ explanations and characteristics of students’ geometrical thinking. With the help of the nature of argumentative writing enhancing critical thinking, the preservice teachers could change their foci from describing the whole process to interpreting and evaluating critical instances.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları,Matematik
Kaynak
Hayef:journal of education (Online)
WoS Q Değeri
Scopus Q Değeri
Cilt
20
Sayı
1
