#Longer math vocabulary teacher videos how to
#Longer math vocabulary teacher videos software
#Longer math vocabulary teacher videos professional

#Longer math vocabulary teacher videos how to

The complex, multidimensional and relational nature of the work of teaching requires teachers to process a myriad of information during instruction and decide, sometimes instantaneously, what to attend to, what to ignore, how to make sense of students’ actions, their positioning and participation, their written work or questions, and how to move the lesson forward.

#Longer math vocabulary teacher videos professional

Teacher noticing has become widely accepted as a fundamental aspect of teacher professional competence (Kaiser and König 2019 Scheiner 2016 Sherin et al. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

#Longer math vocabulary teacher videos software

Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Most studies involved pre-service teachers, and only a few centered on in-service teachers. This review summarizes important findings and highlights several directions for future research. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives (2) use of video technologies and (3) research questions and methods. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. They may seem like small errors that students will eventually grow out of saying, but if they are not addressed now, it can really hurt our students in the long run.Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. This can affect a student’s ability to understand that time is made up of minutes and hours and depends on more than just the size of the hands on the clock. In this example, the student is referring to the hour and minute hands as the “little” and “big” hands.The correct terms would be “greatest” and “least,” or “more” and “fewer.” This can create a misconception with number sense and understanding how numbers work. In the second example, the student is referring to numbers as “big” and “small.” Numbers represent an amount, not a size.This can be problematic in the case of word problems, where no signs are given. In the first example, the student is identifying the signs used, not the operation.

All of these statements, though not wrong, do not use the correct math vocabulary, which can in turn affect students’ conceptual understanding.

“I know it is 3:00 because the little hand is on the 3 and the big hand is on the 12.”Ĭhances are, you’ve probably said some of these yourself! I know I’m guilty of #2 and #3.

“The numbers go from biggest to smallest.”.

“I plussed/minused/timesed the numbers together.”.

Have you ever heard a student say any of the following in your math classroom? Let’s take a look at some common math vocabulary misconceptions: