Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Designing a video-stimulated questionnaire about teachers’ adaptive expertise in interdisciplinary mathematics and science teaching
1
Monash University, Melbourne, AUSTRALIA
2
Deakin University, Melbourne, AUSTRALIA
3
Royal Melbourne Institute of Technology, Melbourne, AUSTRALIA
4
University of Melbourne, Melbourne, AUSTRALIA
Online publication date: 2024-03-14
Publication date: 2024-04-01
EURASIA J. Math., Sci Tech. Ed 2024;20(4):em2418
KEYWORDS
ABSTRACT
Research investigating teachers’ knowledge and practices aimed to improve student participation,
engagement and achievement in mathematics and science has often used qualitative methods
involving observation and analysis of lesson videos. Some researchers have used excerpts of
videos in various ways to gather data about their participants’ anticipated actions in the moment.
In the current study, we aimed to track primary teachers’ developing adaptive expertise when
teaching interdisciplinary mathematics and science lessons over a two-year period. In this paper,
we describe the processes followed to design a questionnaire that used episodes from videos of
interdisciplinary mathematics and science lessons to construct multiple choice items. The adaptive
expertise scoring for the items was reliable but this improved when including an open-ended
question for participants to explain their selection of an action for the classroom moment
captured in the video episode.
REFERENCES (43)
1.
Alonzo, A., & Kim. J. (2016). Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods. Journal of Research in Science Teaching, 53(8), 1259-1286. https://doi.org/10.1002/Tea.21....
2.
Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 49, 108-117. https://doi.org/10.1016/j.tate....
3.
Australian Curriculum, Assessment and Reporting Authority. (2022). Australian curriculum (version 9.0). https://acara.edu.au/curriculu....
4.
Baldinger, E. E., & Munson, J. (2020). Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers. Teaching & Teacher Education, 95, 103125. https://doi.org/10.1016/j.tate....
5.
Beltramo, J. L. (2017). Developing adaptive teaching practices through participation in cogenerative dialogues. Teaching and Teacher Education, 63, 326-337. https://doi.org/10.1016/j.tate....
6.
Bransford, J., Derry, S., Berliner, D., Hammerness, K., & Beckett, K. L. (2005). Theories of learning and their roles in teaching. In Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40-87). Jossey Boss.
8.
Campbell, C., Vale, C., & Speldewinde, C. (2023). Teaching science out-of-field: Beliefs and practices. European Journal of Mathematics and Science Education 4(2) 133-148. https://doi.org/10.12973/ ejmse.4.2.133.
9.
Carbonell, K. B., Stalmeijer, R. E., Könings, K. D., Segers, M., & van Merriënboer, J. J. (2014). How experts deal with novel situations: A review of adaptive expertise. Educational Research Review, 12, 14-29. https://doi.org/10.1016/j.edur....
10.
Chan, K. (2021). Using classroom video-based instruments to characterize pre-service science teachers’ incoming usable knowledge for teaching science, Research in Science and Technological Education, 41(1), 147-169. https://doi.org/10.1080/026351....
11.
Chan, K. Xu, L., Cooper, R., Berry, A. & van Driel, J. (2021). Teacher noticing in science education: do you see what I see? Studies in Science Education 57(1), 1-44. https://doi.org/10.1080/030572.... 2020.1755803.
12.
Chapin, S. H., O’Connor, C., O’Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, grades K-6. Math Solutions.
13.
Choy, B. H., & Dindyal, J. (2021). Productive teacher noticing and affordances of typical problems, ZDM-Mathematics Education, 53, 195-213. https://doi.org/10.1007/s11858....
14.
Copur-Gencturk, Y., & Rodrigues, J. (2021). Content-specific noticing: A large-scale survey of mathematics teachers’ noticing. Teaching and Teacher Education, 101, 103320. https://doi.org/10.1016/j.tate....
15.
Estapa, A., & Amador, J. (2023). A qualitative metasynthesis of video-based prompts and noticing in mathematics education. Mathematics Education Research Journal, 35(1), 105-131. https://doi.org/10.1007/s13394....
16.
Fraivillig, J. L., Murphy, L. A., & Fuson, K. C. (1999). Advancing children’s mathematical thinking in everyday mathematics classrooms. Journal for Research in Mathematics Education, 30(2), 148-170. https://doi.org/10.2307/749608.
17.
Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). Jossey-Bass.
18.
Han, C., Kim, H. J., Kwon, O. N., & Lim, W. (2023). Exploring changes of mathematics teachers’ noticing in a video club: Identifying turning points. International Journal of Science and Mathematics Education, 21(3), 835-861. https://doi.org/10.1007/s10763....
19.
Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azama, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). Freeman.
20.
Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 26-29. https://doi.org/10.3102/001318....
21.
Hughes, S., Russo, J., Mansfield, J., Green, A., Jones, D., Vale, C. & Berry, A. (2022) Co-designing integrated mathematics and science lesson learning sequences for primary education, International Journal of Innovation in Science and Mathematics Education, 30(4), 64-75. https://doi.org/10.30722/IJISM.... 04.005.
22.
Kersting, N., Given, B., Thompson, B., Santagata, R., & Stigler, J. (2012). Measuring usable knowledge: Teachers analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49(3), 568-589. https://doi.org/10.3102/000283....
23.
Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem-solving. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Posing and solving mathematical problems: Advances and new perspectives (pp. 361-386). Springer. https://doi.org/10.1007/978-3-....
24.
Mason, J. (2010). Effective questioning and responding in the mathematics classroom. In G. Ineson, & H. Povey (Eds.), Debates in mathematics education. Routledge.
25.
McMillan, J., & Schumacher, S. (2006). Research in education: Evidence-based inquiry. Pearson.
26.
Osborne, J. (2023). Science, scientific literacy, and science education. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education Volume III (pp. 785-816). Routledge. https://doi.org/10.4324/978036....
27.
Parsons, S. (2012). Adaptive teaching in literacy instruction: Case studies of two teachers. Journal of Literacy Research, 44(2), 149-170. https://doi.org/10.1177/108629....
28.
Pynes, D., Empson, S., & Jacobs, V. (2020). Supporting teachers in the development of noticing children’s mathematical thinking with a web-based tool. In H. Borko, & D. Potari (Ed.), Teachers of mathematics working and learning together in collaborative groups (pp. 676-683). International Commission on Mathematics Instruction.
29.
Sherman, D. (2020). Eliciting student thinking in support of adaptive expertise in teacher candidates. Journal of Higher Education Theory and Practice, 20(11), 78-95. https://doi.org/10.33423/jhetp....
30.
Skilling, K., Bobis, J., & Martin, A. J. (2021). The “ins and outs” of student engagement in mathematics: Shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 33(3), 469-493. https://doi.org/10.1007/s13394....
31.
Soslau, E. (2012). Opportunities to develop adaptive teaching expertise during supervisory conferences. Teaching and Teacher Education, 28(5), 768-779. https://doi.org/10.1016/j.tate....
32.
Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384-395. https://doi.org/10.1016/j.tate....
33.
Suh, J. K., Hand, B., Dursun, J. E., Lammert, C., & Fulmer, G. (2023). Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools. Science Education, 107(4), 884-911. https://doi.org/10.1002/sce.21....
34.
Timms, M., Moyle, K., Weldon, P., & Mitchell, P. (2018). Challenges in STEM learning in Australian schools. Policy Insights, 7.
35.
Timperley, H., & Twyford, K. (2022a). Adaptive expertise in educational leadership: Embracing complexity in leading today’s schools. Australian Educational Leader, 44(1), 8-12.
36.
Timperley, H., & Twyford, K. (2022b). Building a learning culture through the attributes of adaptive expertise. Australian Educational Leader, 44(2), 8-16.
37.
Tytler, R., & Aranda, G. (2015). Expert teachers’ discursive moves in science classroom interactive talk. International Journal of Science And Mathematics Education, 13, 425-336. https://doi.org/10.1007/S10763....
38.
Tytler, R., & Ferguson, J. P. (2023). Student attitudes, identity, and aspirations towards science. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education volume III (pp. 158-192). Routledge. https://doi.org/10.4324/978036....
39.
Vale, C., Campbell, C., & White, P. (2021). Secondary teachers crossing subject boundaries to teach mathematics out-of-field: Evolving practices and beliefs. Mathematics Education Research Journal, 33(3), 589-612. https://doi.org/10.1007/s13394....
40.
Valli. L, (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88. https://doi.org/10.1207/s15327....
41.
van Es, E., & Sherin, M. (2021). Expanding on prior conceptions of teacher noticing. ZDM-Mathematics Education, 53, 17-27. https://doi.org/10.1007/s11858....
42.
Yoon, S. A., Evans, C., Miller, K., Anderson, E., & Koehler, J. (2019). Validating a model for assessing science teacher’s adaptive expertise with computer-supported complex systems curricula and its relationship to student learning outcomes. Journal of Science Teacher Education, 30(8), 890-905. https://doi.org/10.1080/104656....
43.
Yoon, S., Koehler-Yom, J., Anderson, E., Lin, J., & Klopfer, E. (2015). Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science. Research in Science and Technology Education, 33(2), 237-251. https://doi.org/10.1080/026351....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
