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Validating an Evolving Video Mosaic Collaborative Design by Seeking Evidence of Teachers’ Growth in Reasoning and Related Shifts in Beliefs

Sat, April 5, 8:15 to 9:45am, Convention Center, Floor: 100 Level, 113C

Abstract

Objectives
The objectives are to investigate: (1) the effect of video study by teachers in recognizing student arguments from video, and (2) whether teachers’ beliefs about learning are related to their growth in recognizing student reasoning.

Theoretical Framework
The National Council of Teachers of Mathematics and the Common Core State Standards (CCSS) emphasize the importance of students’ building a conceptual understanding of mathematical ideas and procedures as well as the development of sense making and reasoning skills in problem solving. Goals include perseverance in doing mathematics, uncovering the structure of mathematical ideas, and reasoning abstractly (NGACBP & CCSSO, 2010). Videos amassed from over two decades of research show these practices and are available on the Video Mosaic Collaborative (VMC). Studies have investigated use of VMC videos in teacher education contexts (Maher, 2011; Maher, Landis & Palius, 2010; Maher, Palius & Mueller, 2010; Palius & Maher, 2013).

Methods
Experimental treatments involved video study of children’s reasoning vs. comparison groups who did not study videos from the collection. Design research examined the effects of various interventions for different teacher groups.

Data Sources
Participants were the following: pre-service elementary, pre-service secondary, and in-service middle-school teachers. An open-ended video assessment, Argument Description Task (ADT), was used to measure teacher recognition of student reasoning from video. Teacher narratives on the ADT assessment were coded using a rubric to score for the presence or absence of the components of a complete description for each of three argument types. Reliability in scoring was at least 90%. Beliefs were measured using a 22-item inventory using a Likert scale and coded as agree, undecided or disagree.

Results
On the ADT, growth was measured as the percentage of participants who provided at least one additional argument description on the post-assessment compared to the pre-assessment. The mean participant growth rates for the experimental groups were as follows: 17.0% for the K-5 pre-service teachers, 36.0% for the secondary pre-service teachers, 51.9% for the in-service teachers, and 4.0% for the comparisons teachers. An analysis of teacher beliefs identified two groups of experimental teachers: a Transitional-to-Agree Beliefs Group and a Non-Stable Beliefs Group.

A logistic regression analysis was performed to examine the relationship between teacher beliefs and growth on the ADT. The following statistically significant relationships were found: (1) a teacher in the Transitional Beliefs Group had 4.8 times the odds of growth on the ADT compared to a teacher in the Non-Stable beliefs group, and (2) a teacher in the experimental group had 13.5 times the odds of growth on the ADT compared to a teacher in the comparison group.

Significance
The results from this study underscore the promise of using video resources from the VMC for teacher education. The collection, available as open source, features mathematical learning across several content domains and age levels, collected from longitudinal and cross-sectional studies spanning 25 years. These videos illustrate best practices for effective student learning of mathematics and offer teachers a window into classroom practices aligned with goals of the CCSS for Math.

Authors