Use of Video Analysis to Support Prospective K-8 Teachers' Noticing of Equitable Practices

Author:
Amy Roth McDuffie Washington State University Tri-Cities

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Mary Q. Foote Queens College, CUNY

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Corey Drake Michigan State University

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Erin Turner University of Arizona

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Julia Aguirre University of Washington–Tacoma

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Tonya Gau Bartell Michigan State University

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Catherine Bolson Washington State University Tri-Cities

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Volume/Issue:
Volume 2: Issue 2
Page(s):
108–140
DOI:
https://doi.org/10.5951/mathteaceduc.2.2.0108
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Keywords:
Children's mathematical thinking; Community; Culture; Diverse students; Funds of knowledge; Language; Mathematics methods course; Noticing; Prospective teachers

Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to support prospective teachers (PSTs) in learning to notice equitable instructional practices. PSTs from 4 sites (N = 73) engaged in the activity 4 to 5 times during the semester, using a set of 4 “lenses” to analyze teaching and learning as shown in videos. In an earlier analysis of this activity, we found that PSTs increased their depth and expanded their foci in noticing equitable instructional practices (Roth McDuf_ e et al., 2013). In this analysis, we shift the focus to our work as MTEs: We examine our decisions and moves in facilitating the video analysis activity with a focus on equity, and we discuss implications for other MTEs.

Contributor Notes

Amy Roth McDuffie, Washington State University Tri-Cities, 2710 Crimson Drive, Richland, WA 99352; mcduffie@tricity.wsu.edu

Mary Q. Foote, Queens College, CUNY, EECE, PH054W, 65-30 Kissena Blvd., Flushing, NY 11367; mary.foote@qc.cuny.edu

Corey Drake, Michigan State University, Department of Teacher Education, 118A Erickson Hall, 620 Farm Lane, East Lansing, MI 48824; cdrake@msu.edu

Erin Turner, University of Arizona, 1430 E. Second Street, Tucson, AZ 85721; eturner@email.arizona.edu

Julia Aguirre, University of Washington-Tacoma, 1900 Commerce Street, Box 358435, Tacoma, WA 98402-3100; jaguirre@u.washington.edu

Tonya Gau Bartell, Michigan State University, Department of Teacher Education, 166N Erickson Hall, 620 Farm Lane, East Lansing, MI 48824; tbartell@msu.edu

Catherine Bolson, Washington State University Tri-Cities, 2710 Crimson Drive, Richland, WA 99352; cathey.bolson@email.wsu.edu

(Corresponding author is McDuffie mcduffie@tricity.wsu.edu)
(Corresponding author is Foote mary.foote@qc.cuny.edu)
(Corresponding author is Drake cdrake@msu.edu)
(Corresponding author is Turner eturner@email.arizona.edu)
(Corresponding author is Aguirre jaguirre@u.washington.edu)
(Corresponding author is Bartell tbartell@msu.edu)
(Corresponding author is Bolson cathey.bolson@email.wsu.edu)
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Mathematics Teacher Educator
Cover Mathematics Teacher Educator
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2014
Page Count:
33
Article Category:
Research Article
Print Publication Date:
01 Mar 2014
Online Publication Date:
Mar 2014
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