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Developing a Vision for Mathematics ...

Orosco, Julie Carol Weninger.

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Developing a Vision for Mathematics Instruction: Using Self-collected/Self-selected Video Clips in the Context of Mathematics Teacher Professional Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing a Vision for Mathematics Instruction: Using Self-collected/Self-selected Video Clips in the Context of Mathematics Teacher Professional Development./
作者:	Orosco, Julie Carol Weninger.
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685274
ISBN:	9781321609592

Developing a Vision for Mathematics Instruction: Using Self-collected/Self-selected Video Clips in the Context of Mathematics Teacher Professional Development.
Orosco, Julie Carol Weninger.

Developing a Vision for Mathematics Instruction: Using Self-collected/Self-selected Video Clips in the Context of Mathematics Teacher Professional Development. - 126 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--University of California, Davis, 2014.

This dissertation reports the results of an innovation in teachers' professional development for mathematics instruction. This project was designed to engage teachers in the process of collecting and selecting videos from their own classrooms to share in small groups without facilitators. Lessons were collaboratively planned and the cycle of collecting/selecting/sharing was completed several times in a single school year. Although prior research using video to support teacher change has taken place in a variety of settings (Borko, Jacobs, Eiteljorg & Pittman, 2008; Nemirovsky & Galvis, 2004; Seago, 2004; van Es & Sherin, 2010), these studies all emphasized the role of the researcher in selecting the video clips for review and a facilitator guiding the video discussion. Professional development requiring outside support for facilitation and/or video recording is costly. If professional communities are to be maintained after research projects end, capacity for collecting, selecting and discussing video must be held within the group. As a result, this model is highly replicable.

ISBN: 9781321609592Subjects--Topical Terms:

641129
Mathematics education.

Developing a Vision for Mathematics Instruction: Using Self-collected/Self-selected Video Clips in the Context of Mathematics Teacher Professional Development.
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245 1 0 $a Developing a Vision for Mathematics Instruction: Using Self-collected/Self-selected Video Clips in the Context of Mathematics Teacher Professional Development.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Rebecca C. Ambrose.
502 $a Thesis (Ph.D.)--University of California, Davis, 2014.
520 $a This dissertation reports the results of an innovation in teachers' professional development for mathematics instruction. This project was designed to engage teachers in the process of collecting and selecting videos from their own classrooms to share in small groups without facilitators. Lessons were collaboratively planned and the cycle of collecting/selecting/sharing was completed several times in a single school year. Although prior research using video to support teacher change has taken place in a variety of settings (Borko, Jacobs, Eiteljorg & Pittman, 2008; Nemirovsky & Galvis, 2004; Seago, 2004; van Es & Sherin, 2010), these studies all emphasized the role of the researcher in selecting the video clips for review and a facilitator guiding the video discussion. Professional development requiring outside support for facilitation and/or video recording is costly. If professional communities are to be maintained after research projects end, capacity for collecting, selecting and discussing video must be held within the group. As a result, this model is highly replicable.
520 $a Data for this study came from a group of 25 5th through 12th grade teachers of mathematics in rural communities who came together during the summer and school year to engage in mathematics activities, plan lessons and watch video of one another's classrooms. Data included a) the videos teachers collected from their classrooms, b) video of teachers interacting with one another in their small groups while watching their videos, c) documents completed by the teachers and d) surveys and questionnaires completed by the teachers about the professional development. Data indicate that teachers complied with the demands of the program by bringing video to share with colleagues for most sessions. Moreover teachers engaged in productive discussions of the video for about half of the small group discussions that took place.
520 $a Productive discussions focused on several issues including a) practical aspects of teaching mathematics such as how to supply students with helpful resources during lessons, b) the management of learning such as strategies for grouping students for cooperative problem solving, and c) the challenges of supporting students in getting started solving problems and how to promote flexibility. Teachers showed sensitivity to students at cognitive and affective levels. Non-productive discussions included comments about the physical layout of classrooms as well as the behavior of students. Occasionally teachers could not decide what to say about a clip and went on to the next one.
520 $a A case study of three individuals from one group shows how each teacher changed as a result of their participation in the project. Two of the three began to use more cognitively challenging tasks, allowed students to solve the problems without first showing them how, and engaged their students in discussions of their thinking. Evidence of these were self-reported in various written documents as well as being evident in the videos teachers brought to share with their colleagues. These data make it clear that participating in collaboration with other teachers to plan lessons and discuss the results of those plans helped to motivate this change, showing that self-directed discussion of self-collected/self-selected video can be a powerful tool in teacher professional development.
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