Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

Abstract

Video clubs, which are accepted as one of the video-based professional development models, are environments where teachers come together to analyze class videos and develop discourses based on these analyses. This study aims to examine the development of secondary school mathematics teachers' skills to notice student mathematical thinking through a video club design. The study was conducted in the context of a video club with five secondary mathematics teachers that lasted for 12 weeks. The data collection tools of the research, which use the case study from qualitative research designs are video club discussion meetings, written notes taken by teachers while monitoring video lessons and reports containing reflective opinion. The data obtained were analyzed in a theoretical framework. The findings reveal that teachers participating in the video club process focused more on student thinking in the actor dimension, adopted an interpretive analytical approach based on student mathematical thinking in the following weeks and presented pedagogical suggestions based on student thinking by detailing their interpretations. In addition, the findings indicate that the transitions between dimensions that teachers noticed may be related. Research results support that the video club is an efficient process for improving teachers' noticing skills.