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<p>360-degree video records a spherical view and allows the viewer to manipulate what is viewable. We incorporated 360-degree video into a teaching mathematics course and used prompts that directed prospective teachers’ attention to students’ mathematical thinking. Results from 173 prospective teachers indicated that when given a focused prompt about student thinking, following a general prompt, prospective teachers attended to and interpreted students’ mathematical thinking. Of notable interest, we found that What prospective teachers noticed had a statistically significant and meaningful effect on How they noticed, a major contribution to research on noticing. The findings show promise for combining 360-degree video and a general and student-focused prompt to support prospective teachers in noticing and describing specifics of students’ thinking.</p>

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Video Prompts as Scaffolding for Noticing Students’ Mathematical Thinking Using 360-Degree Videos: Comparing What is Noticed with How

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年2月5日

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  • Julie M. Amador,
  • Tracy L. Weston,
  • Karl Kosko

摘要

360-degree video records a spherical view and allows the viewer to manipulate what is viewable. We incorporated 360-degree video into a teaching mathematics course and used prompts that directed prospective teachers’ attention to students’ mathematical thinking. Results from 173 prospective teachers indicated that when given a focused prompt about student thinking, following a general prompt, prospective teachers attended to and interpreted students’ mathematical thinking. Of notable interest, we found that What prospective teachers noticed had a statistically significant and meaningful effect on How they noticed, a major contribution to research on noticing. The findings show promise for combining 360-degree video and a general and student-focused prompt to support prospective teachers in noticing and describing specifics of students’ thinking.