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<p>The purpose of this study is to examine the potential of the&#xa0;silent video task (SVT) as a tool to support teacher noticing of students' mathematical thinking. Silent video task is a dynamic mathematical animation that contains no text or dialogue. In the study, mathematics teachers provided SVT narrated by their students and later analysed their students' responses. The study presents the experiences of five in-service mathematics teachers. The findings show that teachers primarily attended to students’ use of mathematical language and definitions yet faced challenges in interpreting students’ reasoning in depth. Furthermore, the results suggest that while SVT supports teachers in identifying students’ strategies, they offer limited support in guiding teachers’ instructional decisions. These findings highlight the potential of SVT as a valuable tool in teacher education, particularly in fostering teachers’ ability to attend to and interpret students' mathematical understanding. However, limitations persist regarding the deciding dimension of teacher noticing.</p>

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Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月2日

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  • Selen Galiç,
  • Şenol Dost,
  • Zsolt Lavicza

摘要

The purpose of this study is to examine the potential of the silent video task (SVT) as a tool to support teacher noticing of students' mathematical thinking. Silent video task is a dynamic mathematical animation that contains no text or dialogue. In the study, mathematics teachers provided SVT narrated by their students and later analysed their students' responses. The study presents the experiences of five in-service mathematics teachers. The findings show that teachers primarily attended to students’ use of mathematical language and definitions yet faced challenges in interpreting students’ reasoning in depth. Furthermore, the results suggest that while SVT supports teachers in identifying students’ strategies, they offer limited support in guiding teachers’ instructional decisions. These findings highlight the potential of SVT as a valuable tool in teacher education, particularly in fostering teachers’ ability to attend to and interpret students' mathematical understanding. However, limitations persist regarding the deciding dimension of teacher noticing.