Abstract
This chapter explores the learning experienced by teachers engaged in algebra reform inquiry. The chapter describes two ways of using video episodes in the analysis of learning practices acquired through teaching. First, we perform a comparative analysis of two episodes that involve guided inquiry during whole-group discussion by the same students, taught by the same teacher at a distance of two years. Acquired practices are analyzed by quantifying “initiation–response–evaluation” statements made by the students and the teacher. The analysis sheds light on changes in practices and norms taking place over time. Second, we use the same two video episodes in a qualitative comparative analysis of two groups of teachers reflecting on the video episodes. One group of participants consists of teachers engaged in teaching the same reform algebra curriculum, the second of algebra teachers using traditional methods of teaching algebra in secondary school. The episodes motivated the first group to analyze their own tensions and dilemmas that the newly learned practices introduced. The major attempts of participants of the second group were to “fix” what they perceived to be the reality in ways that coincided with their practices.
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Yerushalmy, M., Elikan, S. (2010). Exploring Reform Ideas for Teaching Algebra: Analysis of Videotaped Episodes and of Conversations About Them. In: Leikin, R., Zazkis, R. (eds) Learning Through Teaching Mathematics. Mathematics Teacher Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3990-3_10
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