Using video to develop pre-service teachers’ noticing within a mathematical modelling context

Abstract

Teacher education should foster teachers’ competencies in teaching mathematical modelling since it is a demanding task. Mathematical modelling requires spontaneous reactions, which are related to the core of teachers’ competencies–teacher noticing. The study designed a video-based course to develop these competencies in the context of mathematical modelling. The findings revealed a noticeable improvement in their noticing competencies after participating in the semester-long course. In particular, pre-service teachers’ topical focus shifted towards modelling thinking and pedagogy. They made significantly more interpretive comments and used significantly more task-dimensional knowledge for teaching mathematical modelling to reason about events. These results appear to support the viability of using video for this purpose.