HAYEF: Journal of Education
Araştırma Makaleleri

Development of Noticing Using Video Analysis by Argumentative Writing


Department of Mathematics and Science Education, Alanya Alaaddin Keykubat University, Faculty of Education, Antalya, Turkey

HAYEF: Journal of Education 2023; 20: 55-65
DOI: 10.5152/hayef.2022.56
Okunma: 1165 İndirilme: 443 Online Yayın Tarihi: 07 Şubat 2023

In context-oriented way, the preservice teachers’ noticing of students’ geometrical thinking is examined with the help of reports for analysis of classroom videos prepared based on argumentative writing. A video group including 10 preservice middle school mathematics teachers was formed. The process of their development was explored through three stages including training in argumentation and argumentative writing. In these reports, it was observed that the participants generally described geometrical context rather than interpreting or evaluating the actions in individual video analysis in stage 1. Then, they took training in argumentative writing, and, they prepared reports based on Toulmin’s model of argumentation. Afterward, argumentative writing could encourage the development of noticing since it provided evidence by making connections between mathematical elements in students’ explanations and characteristics of students’ geometrical thinking. With the help of the nature of argumentative writing enhancing critical thinking, the preservice teachers could change their foci from describing the whole process to interpreting and evaluating critical instances.

Cite this article as: Uygun, T. (2023). Development of noticing using video analysis by argumentative writing. HAYEF: Journal of Education, 20(1), 55-65.

EISSN 2602-4829