The Power and Possibility of Creating and Exploring Critical Mathematics Classroom Teaching Video Cases in Teacher Preparation Programs

Session Type: Symposium

Abstract

There is a growing emphasis on using video in teacher preparation programs, with an extensive body of research providing evidence for the role of video in teacher learning. However, the role of video has often been used in decontextualized ways that ignore the identities of classroom students and teacher candidates (TC) and the power dynamics inside and outside schools. This symposium highlights four studies on video-based designs to promote TCs’ learning to address issues of language, gender, ability hierarchies in mathematics classrooms. By describing findings about changes in TCs’ learning with video, and highlighting the role design played in these changes, these papers contribute to a knowledge-base on developing critical and culturally sustaining methodologies for using videos.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Naomi Jessup, Georgia State University

Papers

• Examining Competence Construction in Mathematics Classrooms: A Model That Situates Professional Learning in Video and Community - Cathery Yeh, Chapman University

• Using Video Club to Disrupt Teacher Candidates' Perceptions of Student Understanding and Justice-Oriented Pedagogies - Teresa Kathleen Dunleavy, Antioch University - Seattle

• Bilingual Teacher Candidates Analyzing Their Own Practice Through Videos: "How Does Language Influence My Teaching?" - Gladys Krause, William and Mary

• Critical Video Praxis as a Tool in Humanizing Secondary Mathematics - Mary Candace Raygoza, Saint Mary's College of California

Discussant

• Maria del Rosario Zavala, San Francisco State University