Abstract
While much of the literature on supporting teacher noticing in video records of practice advocates for a neutral approach, recent research on classroom-based noticing has pointed to the value of applying a strength-based lens. In this study, situated in a video-based professional development program in which teachers were asked to attend to strengths, we explored what teachers identified as strengths in video records of mathematics teaching and to whom they attributed these strengths. Analysis of six discussions identified five themes: (1) Designing and engaging in the mathematical space, (2) Designing and engaging in the discursive and collaborative space, (3) Establishing norms, (4) Growth, and (5) Engagement. This study suggests affordances for designing teacher noticing protocols for video records with a strengths-based lens.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 49-56 |
| Number of pages | 8 |
| Journal | Proceedings of the International Group for the Psychology of Mathematics Education |
| Volume | 3 |
| State | Published - 2024 |
| Event | 47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 - Auckland, New Zealand Duration: Jul 17 2024 → Jul 21 2024 |
ASJC Scopus subject areas
- Mathematics (miscellaneous)
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
- Education