Extending the Classroom Video-Analysis Approach: Developing a Measure of Mathematics Knowledge for Teaching Expertise

• In Event: Poster Session 17
  In Poster Session: Instrumentation for Measuring Teacher Knowledge for Teaching

Abstract

Measuring knowledge of teaching mathematics is important for teacher preparation programs and professional development efforts. By assessing teachers’ ability to analyze classroom instruction, the classroom video analysis approach (CVA) provides an effective measure of how this specialized knowledge is utilized in the mathematics classroom. We extended our work measuring teacher knowledge with this approach by developing an additional assessment rubric that explores the differences between experts and novices by evaluating a teachers’ ability to interpret key instructional events and willingness to conjecture on the purpose or meaning of those events. Additionally, we investigate how, through careful video clip selection, the CVA approach can address specific knowledge domains such as the sub-domains of the Mathematics Knowledge for Teaching construct.

Authors

• Taliesin Sutton, The University of Arizona

• Jared Boulds, The University of Arizona

• Guadalupe Lozano, The University of Arizona

• Saeideh Heshmati, The University of Arizona

• Nicole B. Kersting, The University of Arizona