Promoting Changes in Elementary Mathematics Teaching: A Case Study

• In Event: Improving While Working: Developing In-Service Mathematics and Science Teachers

Abstract

In this study, we report teaching changes of two first grade teachers after a project intervention based on cross-cultural videos. While the quality of Ann’s worked examples and representations underwent no significant changes, Bea increased the time she spent unpacking a single worked example and systematically began to incorporate the concreteness fading strategy into her lesson. Nevertheless, neither teacher showed improvement in asking deep questions to elicit students’ deep explanations. An analysis of the teachers’ responses to a project intervention reveal that teachers’ level of video-noticing skills and their take-aways seem related to these teaching changes. This may be further linked to their prior knowledge and beliefs. Other factors such as textbook resources also played a role in teaching change.

Authors

• Meixia Ding, Temple University

• Benjamin Spiro

• Rana Mochaourab, Temple University