Table 9 Suggested noticing prompts regarding knowledge-based reasoning and decision-making for the categories SCK/PD-PCK and facilitation moves
From: Compiling video cases to support PD facilitators in noticing productive teacher learning
Knowledge-based reasoning | Decision-making | |
|---|---|---|
SCK/PD-PCK | What problem does the contribution of the teacher (refers to a building with three entrances) adds to the discussion? How is this related to the teacher learning goals? | In case the mentioning of teachers would not have occurred, would you have brought in this possible form of representation on your own? If yes, for what reasons? |
For what mathematical reason did the facilitator not interrupt the lengthily discussion of the teachers? | Would you collect the different representation forms contributed by the teachers in a different way? Why? | |
Why is the example of 3! not selected in a good way with respect to teachers’ misconceptions? | ||
What PD-PCK aspects might help to resolve teachers’ misconceptions? | ||
Is the discussion on the different representation forms sufficient with respect to teaching this subject in the classroom? | ||
Facilitation moves | Why do you think has the facilitator decided to have the teachers solve the task for the students themselves? | Which alternative moves would you have performed instead of the one shown by the facilitator? |
Why did the facilitator choose to let only one teacher present the result? | How could you foster that the teachers reflect more intensively the teaching perspective? | |
Does the facilitator act correctly when letting the discussion continue? | ||
Are the shown misconceptions of teachers treated sufficiently? |