Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers

By Shari L. Stockero. 2008

156 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/be1da013d7f29e2d48900c1c79b9957fe9dc0c32

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Citations in the corpus

Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “To date, several researchers have investigated these skills in isolation, with some researchers focusing on pre-service teachers’ abilities to articulate clear learning goals (Jansen, Bartell & Berk, 2009; Morris, Hiebert, & Spitzer, 2009), others on their ability to attend to student thinking and l”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “This view of the importance of sustained opportunities to reflect over time is supported by the findings of prior research (e.g., Stockero 2008 ).”
Using video to improve mathematics' teachers' abilities to attend to classroom features: A replication study (2011, background): “Stockero (2008), for example, pointed out the benefits on teacher growth of a video-case curriculum in which preservice teachers reflected on video excerpts around a particular mathematical topic.”
Developing teachers’ knowledge of students as learners of mathematics through structured interviews (2010, background): “The ability to access mathematical thinking is contingent upon listening skills that orient the teacher toward eliciting and making sense of students’ actions and comments (e.g., Crespo 2000; Davis 1997).”
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, background): “…hypotheses lay important groundwork for considering the affordances of various representations of teaching (Davis, 2006; Moore-Russo & Wilsey, 2014; Stockero, 2008; van Es & Sherin, 2002); however, with the exception of the study by Santagata and Angelici (2010), these studies have measured…”
Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. (2015, background): “In essence, an instance is an idea unit (Stockero, 2008).”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, methodology): “Typically, video is used as a tool to aid in reflection of instruction (Santagata & Guarino, 2011; Stockero, 2008).”