Promoting Pre-service Teachers’ Level On Orchestrating Mathematics Discussion

With the development of the times, the progress of the society cannot be separated from education. As educators, teachers determine the quality of the education. It has been a trend that students have become the main part of the education. Therefore, interacting and communicating with students are necessary for teachers, which can be promoted by discussion in class. So how to make pre-service teachers master this teaching form is worth discussing. At the same time, because of its authenticity, permanent preservation and other characteristics, using video became more and more popular in the teacher education. This article uses case study, aiming to explore how the video-based teaching method influence the level of the pre-service teachers of organizing mathematics classroom discussion.This study has three research questions as follows.(1) How do the pre-service secondary mathematics teachers orchestrate mathematics classroom discussions initially?(2) Does the use of the video-based approach in teacher education improve the pre-service secondary mathematics teachers’ performance on orchestrating mathematics classroom discussions?(3) What are their attitudes toward the video-based approach?The object is 17 mathematics pre-teachers who are juniors in a normal university. In order to know their behavior on the mathematics classroom discussion, the author designed the questionnaire. Then, the author conducted a three-week video-based teaching activities:watching video cases, establishing mathematics classroom discussion teaching operation model and simulating practice, to help them gain a deeper understanding of mathematics classroom discussion. At last, the author designed the evaluation tool to test the changes.The following conclusions can be found in the study:(1)At the present stage, the mathematics pre-service teachers in this research just have a one-sided view on the cognition about the mathematics classroom discussion. They cannot organize high level mathematics classroom discussion. And they are not confident in themselves about this activity.(2)The design of video-based approach can help these pre-service teachers improve their level on mathematics classroom discussion. Meanwhile, this teaching activity can increase their confidence on organizing mathematics classroom discussion.(3)The pre-service teachers are positive to the video-based teaching approach.