“Mathematics teacher learning to notice: a systematic review of studies of video-based programs”

Professor Rossella Santagata (pictured left) is first author of an article in ZDM - Mathematics Education reviewing studies focused on teacher noticing.
 
The title of the article is “Mathematics teacher learning to notice: a systematic review of studies of video-based programs.”
 
Co-authors are Professor Johannes König (University of Cologne); Research Fellow Thorsten Scheiner (Australian Catholic University); third-year doctoral student Ha Nguyen (pictured right); Scientific Associate Ann Kristin Adleff (University of Hamburg); Professor Xinrong Yang (Southwest University, Chongqing); and Professor Gabriele Kaiser (University of Hamburg).

​Santagata studies teacher learning and professional development, with a focus on the use of video to foster teacher professional growth, and teaching and learning in STEM, with a focus on the development of students' conceptual understanding and on video technologies as a tool to study learning interactions. Her research utilizes a variety of methodologies including design-based research, pre- and post-test comparisons, experimental and quasi-experimental studies, and research-practice partnerships. Santagata serves as the current director of UCI's Education Center for Research on Teacher Development and Professional Practice, as the School of Education's Global Engagement liaison, and as the DECADE Faculty Mentor. She has contributed as a visiting scholar, Institute of Advanced Studies, Alma Mater Studiorum, Bologna, Italy in 2019, and a visiting professor at the Technische Universität Berlin, Germany from 2018 to 2019.
 
Nguyen is specializing in Teaching, Learning, and Educational Improvement for her doctoral work. Her research interests include design of STEM learning experiences and multimodal assessment to study collaboration and conceptual understanding. She is co-advised by Professors Mark Warschauer and Santagata.
 
Abstract
 
Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.