Impacting Preservice Teachers’ Responses to Mathematics Classroom Videos

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Approaches to Preservice Teacher Education and Teacher Learning in Mathematics Education (Table 3)

Abstract

Capitalizing on previous research to understand the richness of lesson videos as a source of reflection, we investigated how responding to a classroom video when accompanied by another teacher’s comment impacted preservice teachers’ responses to and reflections on video clips of first-grade mathematics lessons. We also examined whether first responding to a classroom vignette primed participants to engage in reflection on video. With 176 preservice teacher participants, results indicated that working through a vignette before responding to video and having exposure to another’s deeply reflective commentary led to deeper reflections. Ultimately, we hope our research contributes to supporting teachers’ professional learning, especially reflective decision-making skills, with the intent of improving teaching and, importantly, their students’ learning of mathematics.

Authors

• Tiffany Reyes-Denis, University of Illinois at Urbana-Champaign

• Shereen Oca Beilstein, University of Illinois System

• Hana Kearfott, University of Illinois at Urbana-Champaign

• Kate Curry, University of Illinois at Urbana-Champaign

• Cheryl Moran, University of Chicago

• Meg Bates, University of Illinois System

• Joseph R. Cimpian, New York University

• Michelle Perry, University of Illinois at Urbana-Champaign