2021 Research in Undergraduate Mathematics Education Reports
2021
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The Effectiveness of a Professional Development Video-Reflection Intervention: Mathematical Meanings for Teaching Angle and Angle Measure
Page: 264
In response to calls for more investigations of teachers’ mathematical meanings for teaching (MMT) and the need to improve US mathematics teachers’ and students’ mathematical meanings, I investigated mechanisms for advancing post-secondary instructors’ mathematical meanings and teaching practices in the context of their teaching precalculus mathematics using a research-based curriculum. This report presents results from clinical interviews with graduate teaching instructors (GTIs) to illustrate the impact of a video-reflection intervention on teachers’ MMT and image of effective teaching practices. More specifically, I present two GTIs’ expressed meanings for angle measure and image of effective teaching before and after attending a professional development seminar where a trigonometry video-reflection intervention was used. I conclude by hypothesizing that video-reflection interventions may orient teachers toward reflecting on the degree to which they are impacting student thinking by providing examples of high-quality teaching (Musgrave & Carlson, 2017) interactions.