ABSTRACT The purpose of this study is to explore if and how different types of video annotations support pre‐service teachers (PSTs) in learning how to notice student multimodal, or verbal and non‐verbal, mathematical thinking. We implemented a video club intervention in a middle grades mathematics methods class. We asked PSTs to annotate classroom videos using two types of annotations. The first type was a pinning tool, which allowed the PSTs to mark video timestamps. The second type was a drawing tool, which allowed PSTs to draw directly on the video. We found that when PSTs used the pin tool, they largely attended to students' verbal thinking. In contrast, with the draw tool, PSTs began to attend to more of students' non‐verbal thinking. When PSTs attended to verbal student thinking, they mostly interpreted it in terms of students' disciplinary understanding. When PSTs attended to non‐verbal thinking, they reasoned about additional aspects of student thinking including affect, communication goals, and students' processes for learning the content. These findings have implications for PD design that supports teachers in expanding their multimodal noticing.
Walton et al. (Fri,) studied this question.