2022 chapter
LEARNING ABOUT TEACHING THROUGH MOMENTS OF INSIGHT
In Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach (pp. 153–182).
Contributors: P. Buenrostro & S. Marshall*
UN Sustainable Development Goal Categories
4. Quality Education
(OpenAlex)
Source: ORCID
Added: March 1, 2024
Teacher learning through the video-formative feedback (VFF) process took place at different timescales. In this chapter, we focus on brief moments of learning where the VFFs transformed teachers' understandings of practice, looking at the cases of Doha Arzoomanian, Ezio Martín, and Lee Bellver. Doha's learning centered on her recognizing the number of times she interrupted her class's small groupwork, a move connected to her attempts to address widespread student confusion, developing an alternative strategy for handling that common issue. Ezio's learning came from viewing his repeated interactions with small groups, where he tried to accelerate their problem-solving pace by offering a “cheat,” which he came to view as taking away students' mathematical sensemaking opportunities. Instead, through the debrief discussion, he recognized that he could achieve a similar goal by scaffolding their problem-solving instead. Finally, Lee reviewed a frustrating small-group interaction, realizing he only provided students with procedural resources, helping him consider conceptual resources he could use as an alternative. By reflecting on unsatisfying instructional moments and, through the VFF resources, arriving at clearer diagnoses of the underlying trouble, the VFF offered support for teachers' immediate learning needs.