Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.

ORBIS SCHOLAE, Vol 9 No 2 (2015), 77–101

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Naďa Vondrová, Jana Žalská

DOI: https://doi.org/10.14712/23363177.2015.81
announced: 01. 02. 2018


The aim of this paper is to a) shed light on the nature of student teachers’ noticing of mathematics specific phenomena as observed in a video recorded lesson and to b) compare this nature for student teachers at the beginning of their master studies at the university and those at its end. Our study is based on a thorough examination of student teachers’ written analyses (n = 169) of video recorded lessons. We capture the qualities of these in terms of the author-defined notion of mathematics specific (or MS) phenomena by a) matching the students’ comments against what we view as important issues in the lessons, and b) developing a framework to further characterise the nature of the observations. Both qualitative and quantitative results corroborate the findings of earlier research on pre-service teachers’ lesson analyses in that they pay limited attention to content in the lesson observed. Moreover, it transpires that students tend to notice MS phenomena which are not identified as important by experts and that the demonstrated ability to notice MS phenomena does not show significant differences for students in two distinct stages of a teacher preparation programme.

keywords: ability to notice; pre-service mathematics teachers; mathematics education

references (22)

1. Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers' teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131−1140. CrossRef

2. Carter, K., Cushing, K. S., Sabers, D. S., Stein, P., & Berliner, D. C. (1988). Expert – novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39, 25−31. CrossRef

3. Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371−404). The USA: Information Age Publishing.

4. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K.B., Hollingsworth, H., Jacobs, J., … Stigler, J. W. (2003). Understanding and improving mathematics teaching: Highlights from the TIMSS 1999 Video Study. Phi Delta Kappan, 84(10), 768−775. CrossRef

5. Hill, H. C., Blunk, M., Charalambous, C., Lewis, J., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26, 430−511. CrossRef

6. Janík, T., Minaříková, E., Píšová, M., Kostková, K., Janík, M., & Hublová, G. (2014). Profesní vidění u učitelů: pokus o zmapování výzkumného pole. Pedagogika, 64(2), 151−176.

7. Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers' analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1/2), 172−181. CrossRef

8. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.) (2001). Adding it up: Helping children learn mathematics. Washington: National Academy Press.

9. Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551−575. CrossRef

10. Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video based field experience. Journal of Mathematics Teacher Education, 10(2), 123−140. CrossRef

11. Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 223−238). New York and London: Taylor & Francis.

12. Sherin, M. G. (2007). The development of teachers' professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 383−396). London: Lawrence Erlbaum Associates Publishers.

13. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.) (2011). Mathematics teacher noticing: Seeing through teachers' eyes. New York: Taylor & Francis.

14. Sherin, B. & Star, J. R. (2011). Reflections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 66−78). New York: Taylor & Francis.

15. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4−14. CrossRef

16. Star, J. R., Lynch, K., & Perova, N. (2011). Using video to improve preservice mathematics 101 teachers' abilities to attend to classroom features: A replication study. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 117−133). New York: Taylor & Francis.

17. Star, J., & Strickland, S. (2008). Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107−125. CrossRef

18. Stockero, S. L. (2008). Using a video based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373−394. CrossRef

19. van Es, E. A. & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

20. van Es, E. & Sherin, M. (2010). The influence of video clubs on teachers' thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155−176. CrossRef

21. Vondrová, N. & Žalská, J. (2012). Do student teachers attend to mathematics specific phenomena when observing mathematics teaching on video? Orbis scholae, 6(2), 85−101.

22. Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funneling or focusing. In H. Steinbring, M. Bartolini Bussi, & A. Sierpinska (Eds.), Language and communication in the mathematics classroom (pp. 167−178). Reston: NCTM.

Creative Commons License
Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to? is licensed under a Creative Commons Attribution 4.0 International License.

230 x 157 mm
published: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177