Fostering Preservice Mathematics Teachers’ Noticing Through Video Analysis Based On The MOST Framework

In order to realize the modernization of education and give full play to the key role of mathematics education in quality education and moral cultivation,the improvement of teaching quality must be put on the agenda.As a view to interpret teachers’ teaching behavior and an important ability to their professional development,teachers’ noticing has been a research upsurge abroad as early as now.Domestic research started relatively late,but in order to foster preservice mathematics teachers’ noticing and help them to capture the important teaching opportunities for students’ mathematics learning in class,the ”Mathematically Significant Pedagogical Opportunities to Build on Student”(“MOST”for short)developed by Leatham and Stockero et al.,is adopted as the theoretical basis for this video analysis activity.After investigating the current situation of preservice mathematics teachers’ noticing,the video analysis activity based on“MOST” framework is carried out to foster preservice mathematics teachers’ noticing.The specific research questions of this paper are as follows:1.What is the basic status quo of preservice mathematics teachers’ noticing?2.Through the video analysis activities based on the“MOST” framework,has preservice mathematics teachers’ noticing been improved?3.Is there a certain relationship between the change in preservice mathematics teachers’ noticing and their teacher beliefs?4.Through this video analysis activity,how well do preservice mathematics teachers grasp the identification of“MOST” events?5.What is the attitude of preservice mathematics teachers towards this video analysis activity?This paper adopts the case study method to study preservice mathematics teachers’ noticing,carries out a video analysis activity guided by the“MOST” analysis framework,and studies the change of teachers’ noticing and their mastery of the“MOST”analysis framework before and after the activity.Interview method is adopted to further understand preservice mathematics teachers’ views and suggestions on this video analysis activity.The results show that preservice mathematics teachers’ noticing is relatively poor,which is mainly reflected in that the agents of attention are mainly teachers? the level of explanation is mainly in description and evaluation and the teaching decisions are mostly based on subjective feelings.After this video analysis activity,on the whole,preservice mathematics teachers’ noticing has been improved,and they pay more attention to students’ mathematical thinking in the interaction between students and teachers.The explanation level has reached the level of evidence-based analysis,and there are many explanations of students’ thinking.Preservice teachers began to take further teaching decisions based on the understanding of students’ thinking.The research also found that the preservice mathematics teachers after the video analysis activity has made progress of varying degrees.Most of the preservice mathematics teachers meets the expectations of this activity,while a small number of the preservice mathematics teachers does not.The teachers’ beliefs of these two categories of preservice mathematics teachers do differ.They have a good grasp of the“MOST” analysis framework,and can identify the “MOST” events more accurately.However,due to the unfamiliar learning situation and lack of teaching experience,their analyses of the“MOST” events are not intensive enough.Combined with the interview survey of preservice teachers,in general,this video analysis activity has improved the preservice teachers’ noticing,and they also think highly of this activity and the usefulness of the“MOST” analysis framework.