Preservice teachers’ video simulations and subsequent noticing: a practice-based method to prepare mathematics teachers

ABSTRACT

The purpose of this study was to implement a Video Simulation Task in a mathematics methods teacher education course to engage preservice teachers in considering both the teaching and learning aspects of mathematics lesson delivery. Participants anticipated student and teacher thinking and created simulations, in which they acted out scenes on a specific mathematics standard. They then viewed their own simulations and those of their classmates with a focus on the most salient moments of students’ thinking. The research focused on the contents of collaboratively-created video simulations and the focus of preservice teachers’ attention when viewing said simulations. Results indicate that preservice teachers primarily focus on classroom elements and the teacher when viewing the simulation content, which raises questions for how to support an emphasis on students’ mathematical thinking.

KEYWORDS:

• Teacher education
• technology
• practice-based
• noticing
• preservice