Abstract
In this study, the teachers’ classroom practices for noticing student mathematical thinking were examined. The research was carried out with 5 secondary school mathematics teachers working in Erzurum. Case study, one of qualitative research patterns, was used. The data of the research were collected using video club, and descriptive and content analysis techniques were employed to analyze the data obtained from teachers' own class videos and reflective reports. As a result of the study, it was revealed that the teachers who participated in the same process adopted different approaches towards student thinking in their classroom practices. During the video clubs, which lasted for eleven weeks, the teachers allocated more time to the students’ mathematical thinking, tried to understand and interpret how the students thought, and examined the students’ explanations in detail. In addition, in the reflective reports, they mentioned the importance of noticing students' mathematical thinking and giving them the opportunity to reveal these thoughts and made assessments by associating them with their own teaching practices. As a result, it can be stated that video clubs aided the teachers’ classroom practices to notice the students’ mathematical thinking.
Highlights
Video is one of the technological tools used in educational activities, especially in teacher education
Aim of this study was to reveal the changes in classroom practices of teachers participating in a video club process regarding students’ mathematical thinking
The findings of the study were as follows; in their last videotaped lessons, the teachers tried to reveal the students' different ideas, allocated the students time to think, took students' ideas into account, agreed on noteworthy student ideas, and tried to clarify students' understanding by questioning them. These changes can be regarded as a result of teachers’ questioning their teaching practices by noticing student thinking through interaction among each other and through video interactions
Summary
Video is one of the technological tools used in educational activities, especially in teacher education. New developments in video technology have made the use of video more widespread in teacher education (Gaudin & Chaliès, 2015). It helps teachers to focus on certain aspects of their classroom interactions and provides the opportunity to pause and review when desired (Brophy, 2004). This allows teachers to thoroughly examine the important classroom interactions they miss out. Video's becoming a popular learning tool triggered the active use of video-based professional development programs, especially in mathematics education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
