Abstract
Vignettes as representations of practice for mathematics teacher education and research
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.99-101
PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
2021
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Abstract
Topic: Vignettes are classroom scenarios that can be represented in written, cartoon or video formats. In teacher education and corresponding research, they are an
effective tool for representing and eliciting aspects of teacher practices, beliefs and understandings about cognitive and pedagogical aspects related to mathematics learning and teaching. With growing interest in this field, the proposed Working Group aims at making a contribution by facilitating the exchange and discussion between scholars from various international contexts.
Theoretical Background: Vignettes are regarded as an effective stimulus for discussing real-life contexts and problems in teacher education and professional development. Vignettes are used in education research to elicit teachers’ responses through probing for reactions to gain insights to participants’ knowledge, beliefs, emotions, judgements, attitudes and values about particular phenomena. Vignette-based research in mathematics education includes, for example: developing trainee teachers’ mathematical knowledge (Samková, 2018); improving pre-service teachers’ noticing using learning trajectories (Ivars et al. 2018); developing knowledge about teaching mathematics that respects student diversity (Healy & Fereirra dos Santos, 2014); eliciting teachers’ value laden beliefs (Skilling & Stylianides, 2019) or using different vignette formats to assess teacher competence (Friesen & Kuntze, 2018).
Working Group Statement and Goals: This group recognizes the use of vignettes to advance mathematics research and pedagogy relevant to teacher education, professional development and methodological advances. The aims are to: investigate and discuss how vignettes are used by teacher educators and mathematics education researchers in various cultural contexts; compare and contrast vignette use in mathematics education settings and determine various foci (including participants, topics, processes); and identify specific activities and forums for future collaboration.
Expected outcomes: disseminate and share vignettes, exchange and explore how to incorporate them in research and mathematics teacher training courses; collect research papers for a potential Special Issue; build an international network of researchers for communication about vignette use followed up at PME45.
The sessions are planned accordingly:
Session (1): Vignettes in mathematics teacher education
• Short presentation: Introduce vignettes and digital tool DIVER for
creating cartoon-based vignettes, provide and exchange information
about current vignettes use for developing teacher expertise and professional learning from different cultural perspectives (25 minutes)
• Participant’s trial/develop vignette activities: exemplar written, cartoon
and video vignettes in context, facilitated by the WG organisers (40
minutes)
• Whole group: Participants discuss and share their contexts and potential
opportunities to use vignettes; outlook to session 2 (25 minutes)
Session (2): Vignettes in mathematics education research
• Short presentation with interactive group elements: Present outcomes of
research in terms of increasing teacher knowledge about student
learning and pedagogical approaches for improving student learning (25
minutes)
• Continue development of exemplar activities from session 1; discuss
opportunities for collaborating in vignette-based research (40 minutes)
• Summarise and feed-back; plan for post conference activities (25
minutes)
Details
- Title
- Vignettes as representations of practice for mathematics teacher education and research
- Creators
- Karen Skilling - University of OxfordCeneida Fernández - University of AlicanteMarita Friesen - University of Education FreiburgLulu Healy - King's College LondonPedro Ivars - University of AlicanteSebastian Kuntze - Ludwigsburg University of EducationSalvador Llinares - University of AlicanteLibuse Samkova - University of South Bohemia (Czech Republic)
- Contributors
- Maitree Inprasitha (Editor)Narumon Changsri (Editor)Nisakorn Boonsena (Editor)
- Publication Details
- Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.99-101
- Conference
- PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
- Publisher
- Thailand Society of Mathematics Education; Thailand
- Grant note
- The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the Erasmus+ Programme of the European Union.
- Identifiers
- 9786169383000; 991013351041402368
- Copyright
- © 2021 left to authors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Abstract