Challenges of Lesson Plan on Data and Chance with an Intervention of Video Analysis: Preservice Secondary Mathematics Teachers

Abstract

The study aimed to investigate the effect of scaffolding preservice secondary mathematics teachers (PSMTs) with a series of well-organized activities in lesson plan, which included design, peer discussion, video analysis, microteaching and revision. The theme of the lesson plan was on data and chance which was also the theme of the video. The aim of video analysis was to bring new comprehension of effective teaching for PSMTs. Semi-structured interviews were conducted with four PSMTs to collect data. Findings showed that PSMTs faced challenges in lesson planning because of a lack of content knowledge and pedagogical content knowledge in data and chance. As for lesson plan before video analysis, the challenges included predicting students’ behavior and estimating time needed in teaching. When reflecting and revising their lesson plan after video analysis, they showed their efforts in the pursuit of effective teaching. However, PSMTs failed to design interactive activities because of their overfocus on time-efficient teaching. The findings suggested that video analysis benefits PSMTs’ awareness of some features of effective teaching, yet more scaffolding is needed in supporting their noticing, reasoning, and the pursuit of interactive teaching involving the design of activities.



Author Information
Yun-Zu Chen, Taipei Municipal Nanhu High School, Taiwan
Kai-Lin Yang, National Taiwan Normal University, Taiwan

Paper Information
Conference: ACE2021
Stream: Professional Training

This paper is part of the ACE2021 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window


To cite this article:
Chen Y., & Yang K. (2022) Challenges of Lesson Plan on Data and Chance with an Intervention of Video Analysis: Preservice Secondary Mathematics Teachers ISSN: 2186-5892 The Asian Conference on Education 2021: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2022.54
To link to this article: https://doi.org/10.22492/issn.2186-5892.2022.54


Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Research

Posted by amp21