Work

Video Prompts as Scaffolding for Noticing Students’ Mathematical Thinking Using 360-Degree Videos: Comparing What is Noticed with How

Year: 2025

Type: article

Abstract: 360-degree video records a spherical view and allows the viewer to manipulate what is viewable. We incorporated 360-degree video into a teaching mathematics course and used prompts that directed prospective teachers’ attention to students’ mathematical thinking. Results from 173 prospective teachers indicated that when given a focused prompt about student thinking, following a general prompt, prospective teachers attended to and interpreted students’ mathematical thinking. Of notable interest, we found that What prospective teachers noticed had a statistically significant and meaningful effect on How they noticed, a major contribution to research on noticing. The findings show promise for combining 360-degree video and a general and student-focused prompt to support prospective teachers in noticing and describing specifics of students’ thinking.

Source: Journal für Mathematik-Didaktik

DOI: 10.1007/s13138-024-00255-3

Authors: Julie M. Amador, Tracy L. Weston, Karl Kosko

Institutions: University of Idaho, Middlebury College, Kent State University

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,590