Assessing teachers' beliefs : Japanese and American teachers' evaluations of videotaped mathematics lessons

By Jennifer Jacobs. 2002

150 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9522dad611f7474e67164bc1fd58496669122936

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Citations in the corpus

Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves (2016, background): “Instead, we looked for conceptual breaks in the conversation to determine our unit of analysis (Jacobs and Morita 2002).”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “Evaluations such as those presented above appear to be based upon principles that prospective teachers held about effective or ineffective teaching (Jacobs and Morita 2002; Jacobs et al. 1997).”
Teachers’ perspectives on “authentic mathematics” and the two-column proof form (2009, background): “Jacobs and Morita (2002) have made a concurrent argument; they have shown how videotaped episodes from classes in one country can elicit commentary revealing the norms of teaching in another country, when watched by teachers of the other country.”
Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011, unknown): “In that sense we contribute to the arsenal of methods that could be available for the study of teachers (see also Jacobs & Morita, 2002).”
Effects of Video Club Participation on Teachers' Professional Vision (2009, background): “…club focused on the first and the last meeting: meetings 1 and 7 for the Nile Video Club and meetings 1 and 10 for the Mapleton Video Club.2 To start, two researchers individually divided the transcripts into “idea units” (Jacobs & Morita, 2002), segments in which a particular idea was discussed.”
What Japanese and U.S. Teachers Think About When Constructing Mathematics Lessons: A Preliminary Investigation (2005, background): “MAY 2005 The most informative work on this topic has examined how teachers in the two countries react to videotaped mathematics lessons (Jacobs & Morita, 2002; Jacobs, Yoshida, Stigler, & Fernandez, 1997) and has shown that Japanese and U.S. teachers use different standards for judging the quality…”
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2012, methodology): “Our approach resonates with approaches such as that of Jacobs and Morita (2002), whose use of teacher idea units can be seen alongside our use of teacher arguments, and who explore both individual (teachers’ “openness to alternative pedagogical methods”, p.”
Participants' Roles in the Context of a Video Club (2009, methodology): “The unit of analysis consisted of segments of conversation defined by shifts in the topic of conversation, what J. K. Jacobs and Morita (2002) defined as an “idea unit” and Grant and Kline (2004) referred to as “meaningful chunks.””