Mathematics Teacher Learning to Notice: A Systematic Review of Studies of Video-Based Programs
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.
Resumo
Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. 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. 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. 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. 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 review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM: Mathematics Education
- Ano
- 2021
- Idioma
- en
- Palavras-chave
- Mathematics Teachers; Teacher Behavior; Observation; Video Technology; Technology Uses in Education; Faculty Development; Computer Software
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- ISSN
- 1863-9690
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SANTAGATA, Rossella et al.. Mathematics Teacher Learning to Notice: A Systematic Review of Studies of Video-Based Programs. ZDM: Mathematics Education, 2021. Disponível em: http://dx.doi.org/10.1007/s11858-020-01216-z. Acesso em: 5 nov. 2026.
APA
Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A. K., Yang, X., & Kaiser, G. (2021). Mathematics Teacher Learning to Notice: A Systematic Review of Studies of Video-Based Programs. ZDM: Mathematics Education. http://dx.doi.org/10.1007/s11858-020-01216-z
BibTeX
@article{santagata2021,
author = {Santagata, Rossella and König, Johannes and Scheiner, Thorsten and Nguyen, Ha and Adleff, Ann-Kristin and Yang, Xinrong and Kaiser, Gabriele},
title = {Mathematics Teacher Learning to Notice: A Systematic Review of Studies of Video-Based Programs},
year = {2021},
journal = {ZDM: Mathematics Education},
url = {http://dx.doi.org/10.1007/s11858-020-01216-z},
language = {en}
}RIS
TY - JOUR AU - Santagata, Rossella AU - König, Johannes AU - Scheiner, Thorsten AU - Nguyen, Ha AU - Adleff, Ann-Kristin AU - Yang, Xinrong AU - Kaiser, Gabriele TI - Mathematics Teacher Learning to Notice: A Systematic Review of Studies of Video-Based Programs PY - 2021 JO - ZDM: Mathematics Education UR - http://dx.doi.org/10.1007/s11858-020-01216-z LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
TPACK na educação matemática: um panorama a partir de uma revisão sistemática de literatura de 2006 a 2024
Alexandria, v. 19 · DOI 10.5007/1982-5153.2026.e106746
Download disponível Baixar PDF na fonte: TPACK na educação matemática: um panorama a partir de uma revisão sistemática de literatura de 2006 a 2024 (abre em nova aba) Acessar texto completo: TPACK na educação matemática: um panorama a partir de uma revisão sistemática de literatura de 2006 a 2024 (abre em nova aba) -
Developing Pre-service Teachers’ Transversal Science, Technology, Engineering, and Mathematics Competencies through Structured Educational Psychology: Evidence from a Module Implementation in Türkiye
Science Education International, v. 37, n. 3 · DOI 10.33828/sei.v37.i3.4
-
Tinkercad na educação matemática
Revista da FAEEBA- Educação e Contemporaneidade, v. 34, n. 80 · DOI 10.21879/faeeba2358-0194.2025.v34.n80.p271-287
-
GeoGebra y gamificación en contextos rurales: mediaciones semióticas y desigualdad educativa
Eco Matemático, v. 17, n. 1 · DOI 10.22463/17948231.5510
-
Entre a BNCC e a Sala de Aula
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27996