Effect of Positionality on Preservice Teachers' Mathematical Noticing in 360 Video

• In Event: Teachers, Power, and Equity in Mathematics Education

Abstract

Professional teacher noticing is an important skill for preservice teachers (PSTs) to develop. Standard video of classroom instruction are commonly used, but limit what is viewable in a classroom (i.e., the field of view is chosen for, not by, the PST). By contrast, 360 video allows PSTs to look in any direction in the recorded classroom, providing an increased degree of immersion. This paper reports on analysis of where PSTs attended when viewing a 360 video of an elementary math lesson and how this related to their professional noticing. Findings indicate PSTs who attended to children’s specific actions related to the mathematics content tended to focus on the same moment during whole class discussion.

Authors

• Karl Wesley Kosko, Kent State University

• Richard E. Ferdig, Kent State University

• Enrico Gandolfi, Kent State University

• Jennifer Heisler, Kent State University - Kent