ABSTRACT Four upper secondary school teachers in Iceland were asked to implement a silent video task, intended to support students’ understanding of mathematical concepts, with their 17–18 years old students and to give feedback to the researcher developing the task. The task was challenging for teachers because it required them to make a short transition from a transmission-oriented to a socio-constructive approach in a new role as facilitators of learning; encouraging students’ discussions about mathematics and utilising student-to-student explanations in a whole group discussion. An overarching research question asked how teachers’ knowledge influenced their engagement in the innovative practices. This paper reports how teachers noticed (i) mainly unclarity and what was absent in students’ responses to the silent video task, and (ii) some limiting factors and insecurities that constrained teachers’ ability to innovate.

中文翻译：

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教师对学生对无声视频任务的反应的注意和解释

摘要 冰岛的四名高中教师被要求执行一项无声视频任务，旨在支持学生对数学概念的理解，与他们 17-18 岁的学生一起，并向开发任务的研究人员提供反馈。这项任务对教师来说具有挑战性，因为它要求他们在作为学习促进者的新角色中从以传播为导向的方法短暂过渡到社会建设性方法；鼓励学生讨论数学，并在整个小组讨论中利用学生对学生的解释。一个总体研究问题询问教师的知识如何影响他们参与创新实践。本文报告了教师如何注意到 (i) 主要是不清晰以及学生对无声视频任务的反应中缺少什么，