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A qualitative metasynthesis of video-based prompts and noticing in mathematics education

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Abstract

We conducted a qualitative metasynthesis of research focused on prompts used to elicit noticing following video observations within mathematics education. Forty-nine, peer-reviewed articles were selected based on specific criteria and analyzed using a defined approach to better understand the variations in the prompts mathematics teacher educators used as they supported teacher noticing. We also focused on research findings from articles with different types of prompts. Forty-five percent of articles included a general prompt and 55% a specific prompt. Findings based on articles in which authors used specific prompts reported the following: (a) video is a helpful tool to support the learning of noticing, (b) noticing is a skill that can be developed, (c) noticing ability differs between novice and expert teachers. Findings from articles with general prompts indicate the following: (a) teachers experienced a shift in noticing, (b) how teachers’ noticed changed, (c) video selection is critical for influencing teacher noticing.

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References

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Authors and Affiliations

  1. Department of Teaching and Learning, University of Iowa, N291 Lindquist Center, Iowa City, Iowa, 52240, USA

    Anne Estapa

  2. University of Idaho, 1031 N. Academic Way, Coeur d’Alene, ID, 83814, USA

    Julie M. Amador

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  1. Anne Estapa
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Correspondence to Anne Estapa.

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Appendix

Appendix

All articles included in the analysis (n = 49)

Amador, J. (2016). Professional noticing practices of novice mathematics teacher educators. International Journal of Science and Mathematics Education, 14, 217–241.

Amador, J. M. (2017). Preservice teachers’ video simulations and subsequent noticing: a practice-based method to prepare mathematics teachers. Research in Mathematics Education, 19(3), 217–235.

Amador, J. M., Carter, I., & Hudson, R. A. (2016). Analyzing Preservice Mathematics Teachers’ Professional Noticing. Action in Teacher Education, 38, 371–383.

Amador, J., & Weiland, I. (2015). What preservice teachers and knowledgeable others professionally notice during lesson study. The Teacher Educator, 50, 109–126.

Averill, R., Anderson, D., & Drake, M. (2015). Developing culturally responsive teaching through professional noticing within teacher educator modelling. Mathematics Teacher Education and Development, 17, 64–83.

Barnes, Y., & Solomon, Y. (2013). The Discipline of Noticing as a Path to Understanding: Researching from the Inside. International Review of Qualitative Research, 6(3), 360–375.

Carter, I., & Amador, J. (2015). Lexical and indexical conversational components that mediate professional noticing during lesson study. Eurasia Journal of Mathematics, Science, & Technology Education, 11, 1339–1361.

Castro Superfine, A., Li, W., Bragelman, J., & Fisher, A. (2015). Examining the Use of Video to Support Preservice Elementary Teachers' Noticing of Children's Thinking. Journal of Technology and Teacher Education, 23, 137–157.

Castro Superfine, A., Fisher, A., Bragelman, J., & Amador, J. (2017). Shifting perspectives on preservice teachers' noticing of children's mathematical thinking. In E. Schack, M. Fisher, & J. Wilhelm (Eds.) Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 409–426). New York: Springer.

Chao, T., Murray, E., & Start, J. (2016). Helping mathematics teachers develop noticing skills: Utilizing smartphone technology for one-on-one teacher/student interviews. Contemporary Issues in Technology and Teacher Education, 16, 22–37.

Choppin, J. (2011). The impact of professional noticing on teachers' adaptations of challenging tasks. Mathematical Thinking and Learning, 13(3), 175–197.

de Araujo, Z., Amador, J., Estapa, A., Weston, T., Aming-Attai, R., & Kosko, K. W. (2015). Animating Preservice Teachers' Noticing. Mathematics Teacher Education and Development, 17(2), 25–44.

Ding, L., & Domínguez, H. (2016). Opportunities to notice: Chinese prospective teachers noticing students’ ideas in a distance formula lesson. Journal of Mathematics Teacher Education, 19(4), 325–347.

Dreher, A., & Kuntze, S. (2015). Teachers' professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88, 89–114.

Estapa, A., & Amador, J. (2016). Wearable Cameras as a Tool to Capture Preservice Teachers’ Marked and Recorded Noticing. Journal of Technology and Teacher Education, 24, 281–307.

Estapa, A. T., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2017). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 1–29.

Estapa, A., Pinnow, R. J., & Chval, K. B. (2016). Video as a professional development tool to support novice teachers as they learn to teach English language learners. The New Educator, 12, 85–104.

Fernandes, A. (2012). Mathematics preservice teachers learning about English Language Learners through Task-Based Interviews and Noticing. Mathematics Teacher Educator, 1, 10–22.

Gotwals, A., Philhower, J., Cisterna, D., & Bennett, S. (online first). Using video to examine formative assessment practices as measures of expertise for mathematics and science teachers. International Journal of Science and Mathematics Education.

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, 420–432.

Jacobs, V., Lamb, L., & Philipp, R. (2010). Noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41, 169–202.

Kaiser, G., Busse, A., Hoth, J., Konig, J., & Blomeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers' competence. International Journal of Science and Mathematics Education, 13, 369–387.

Llinares, S., & Valls, J. (2010). Prospective primary mathematics teachers' learning from on-line discussions in a virtual video-based environment. Journal of Mathematics Teacher Education, 13, 177–196.

Lobato, J., Hohensee, C., & Rhodehamel, B. (2013). Students' mathematical noticing. Journal for Research in Mathematics Education, 44, 809–850.

Males, L. (2017). Using video of peer teaching to examine grades 6-12 preservice teachers' noticing. In E. Schack, M. Fisher, & J. Wilhelm (Eds.) Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 91–109). New York: Springer.

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, 551–575.

Osmanoglu, A., Isiksal, M., & Koc, Y. (2015). Getting ready for the profession: Prospective teachers’ noticing related to teacher actions. Australian Journal of Teacher Education, 40, 29–51.

Roller, S. (2016). What they notice in video: A study of prospective secondary mathematics teachers learning to teach. Journal of Mathematics Teacher Education, 19, 477–498.

Roth McDuffie, A. R., Foote, M., Bolson, C., Turner, E., Aguirre, J., Bartell, T., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17, 245–270.

Schack, E., Fisher, M., Thomas, J., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Prospective elementary school teachers' professional noticing of children's early numeracy. Journal of Mathematics Teacher Education, 16, 379-397.

Schäfer, S., & Seidel, T. (2015). Noticing and reasoning of teaching and learning components by pre-service teachers. Journal for Educational Research Online, 7, 34.

Scherer, P., & Steinbring, H. (2007). Noticing children’s learning processes–teachers jointly reflect on their own classroom interaction for improving mathematics teaching. Journal of Mathematics Teacher Education, 9(2), 157–185.

Sherin, M. G., & Dyer, E. B. (2017). Mathematics teachers’ self-captured video and opportunities for learning. Journal of Mathematics Teacher Education, 20(5), 477–495.

Sherin, M., & van Es, E. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475–491.

Sherin, M., & van Es, E. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60, 20–37.

Star, J., & Strickland, S. (2008). Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11, 107–125.

Star, J., Lynch, K., & Perova, N. (2011). Using video to improve mathematics teachers' abilities to attend to classroom features: A replication study. In M. Sherin, V. Jacobs, and R. Philipp (Eds.). Mathematics Teachers' Noticing: Seeing through Teachers' Eyes (pp.117–133). New York: Routledge.

Stockero, S., & van Zoest, L. (2013). Characterizing pivotal teaching moments in beginning mathematics teachers' practice. Journal of Mathematics Teacher Education, 16, 125–147.

Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201–214.

Taylan, R. D. (2017). Characterizing a highly accomplished teacher’s noticing of third-grade students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(3), 259–280.

Teuscher, D., Leatham, K., & Peterson, B. (2017). From a framework to a lens: Learning to notice student mathematical thinking. In E. Schack, M. Fisher, & J. Wilhelm (Eds.) Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 31–48). New York: Springer.

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.

van Es, E. A., & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice”. Journal of Computing in Teacher Education, 22, 125–135.

van Es, E., & Sherin, M. (2008). Mathematics teachers' 'learning to notice' in the context of a video club. Teaching and Teacher Education, 24, 244–276.

van Es., & Sherin, M. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–596.

Vondrová, N. & Žalská, J. (2012). Do student teachers attend to mathematics specific phenomena when observing mathematics teaching on video?. Orbis Scholae, 6, 85–101.

Vondrová, N., & Žalská, J. (2015). Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?. Orbis Scholae, 9, 77–101.

Wager, A. (2014). Noticing children's participation: Insights into teacher positionality toward equitable mathematics pedagogy. Journal for Research in Mathematics Education, 45, 312–350.

Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18, 523–550.

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Estapa, A., Amador, J. A qualitative metasynthesis of video-based prompts and noticing in mathematics education. Math Ed Res J 35, 105–131 (2023). https://doi.org/10.1007/s13394-021-00378-7

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