Utilizing video-clips and written work to help preservice teachers understand student thinking

摘要

The National Council of Teacher of Mathematics has put forth a vision for how mathematics should be taught that is quite different from the traditional model that most preservice teachers have experienced throughout their education. Cognitively Guided Instruction (CGI) is an example of a program that exemplifies that vision, but challenges exist for teacher education programs to prepare preservice teachers for an approach of this type. Presenting video clips and written work are two methods that have been used by teacher educators to help prepare preservice teachers. This project reiterates the literature surrounding this topic in that video clips and written work are successful in prompting discussions among preservice teachers pertaining to student thinking and offers preliminary evidence as to what contributes to a meaningful context. However, even more can be learned as to which factors contribute specifically to a meaningful context for preservice teachers.