The use of video analysis and the Knowledge Quartet in mathematics teacher education programmes

Abstract

This study investigates the potential of video analysis and a mathematical knowledge for teaching framework, the Knowledge Quartet (KQ), in mathematics teacher education programmes. It reports on the effectiveness of these tools in analysing and supporting secondary level pre-service mathematics teachers’ subject matter knowledge and pedagogical content knowledge. This paper describes how a videotaped lesson of one pre-service teacher, teaching a class of mature students, was analysed and makes comparisons between the teacher educators’ and the pre-service teacher's observations. Inter-rater reliability was investigated and a Kappa coefficient of .72 indicated substantial agreement between both coders. Findings are presented and implications of the use of video and the KQ for mathematics teacher education are drawn.

Keywords:

• mathematics teacher education
• subject matter knowledge
• pedagogical content knowledge
• video-based analysis

Acknowledgements

The author would like to acknowledge her colleague, Dr Olivia Fitzmaurice, for her advice and contribution to this study.