Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Laura Muñiz-Rodríguez; Pedro Alonso; Luis J. Rodríguez-Muñiz; Karen De Coninck; Ruben Vanderlinde; Martin Valcke

doi:10.29333/ejmste/92022

Laura Muñiz-Rodríguez ¹ ², Pedro Alonso ¹, Luis J. Rodríguez-Muñiz ¹ ^* , Karen De Coninck ², Ruben Vanderlinde ², Martin Valcke ²

More Detail

¹ Universidad de Oviedo, SPAIN² Universiteit Gent, BELGIUM^* Corresponding Author

Abstract

The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teachers. The intervention builds on videotaped response-based simulations. A pre-test/post-test design was used. Mathematics student teachers were invited to respond to open-ended questions while watching a series of video-vignettes which focused on providing feedback to students in different real-life classroom situations. Content analysis of student teachers’ answers helped us map changes in their feedback competence development. A scale was developed to capture their related feedback self-efficacy. The results indicate that the intervention had a positive impact on the development of mathematics student teachers’ feedback competence. Implications and directions for future research are discussed.

Keywords

feedback
initial teacher education
mathematics education
student
teachers
teaching competences

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 11, Article No: em1573

https://doi.org/10.29333/ejmste/92022

Publication date: 06 Jun 2018

Article Views: 3609

Article Downloads: 1726

Open Access References How to cite this article

References

Adesina, A., Stone, R., Batmaz, F., & Jones, I. (2014). Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics. Computers & Education, 78, 333-343. https://doi.org/10.1016/j.compedu.2014.06.015.
Adiguzel, T., Varank, I., Erkoç, M. F., & Buyukimdat, M. K. (2017). Examining a web-based peer feedback system in an introductory computer literacy course. Eurasia Journal of Mathematics, Science & Technology Education, 13(1), 237-251. https://doi.org/10.12973/eurasia.2017.00614a.
Akrawi, N. (2010). Enhanced teaching strategies. The design process of a support system for teachers. In Proceedings of the 2nd International Conference on Computer Supported Education – Volume 1: CSEDU (pp. 72-81). https://doi.org/10.5220/0002781200720081.
Allen, J. M., & Wright, S. E. (2013). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching: Theory and Practice, 20(2), 136-151. https://doi.org/10.1080/13540602.2013.848568.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Aper, L., Reniers, J., Koole, S., Valcke, M., & Derese, A. (2012). Impact of three alternative consultation training formats on self-efficacy and consultation skills of medical students. Medical Teacher, 34(7), e500-e507. https://doi.org/10.3109/0142159X.2012.668627.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373. https://doi.org/10.1521/jscp.1986.4.3.359.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: WH Freeman and Company.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Charlotte: Information Age Publishing.
Beitzel, B. D., & Derry, S. J. (2009). When the book is better than the movie: How contrasting video cases influence text learning. Journal of Educational Computing Research, 40(3), 337-355. doi: 10.2190/EC.40.3.e.
Benton-Kupper, J. (2001). The microteaching experience: Students perspectives. Education, 121(4), 830-835.
Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223, 3-13. https://doi.org/10.1027/2151-2604/a000194.
Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: McKay.
Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, M., & Tufford, L. (2013). Toward understanding meta-competence: An analysis of students’ reflection on their simulated interviews. Social Work Education, 32(2), 259-273. https://doi.org/10.1080/02615479.2012.738662.
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 28, 417–436. https://doi.org/10.1016/j.tate.2006.11.012.
Brophy, J. (2004). Discussion. In J. Brophy (Ed.), Using video in teacher education. Advances in research on teaching. Vol. 10 (pp. 287-304). Amsterdam: Elsevier.
Bryan, L. A., & Recesso, A. (2006). Promoting reflection among science student teachers using a web-based video analysis tool. Journal of Computing in Teacher Education, 23(1), 31-39. https://doi.org/10.1080/10402454.2006.10784557.
Chaplain, R. (2016). Teaching without disruption in the primary school: A practical approach to managing pupil behaviour. New York: Routledge.
Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers’ thinking and reflection. Teaching and Teacher Education, 41, 42-51. https://doi.org/10.1016/j.tate.2014.03.004.
Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227. doi: 10.1207/s15389286ajde1904_3.
Cioffi, J. (2001). Clinical simulations: Development and validation. Nurse Education Today, 21, 177-186. https://doi.org/nedt.2001.0584.
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the School, 41(5), 537-550. https://doi.org/10.1002/pits.10177.
Dieker, L. A., Rodriguez, J. A., Lignugaris, B., Hynes, M. C., & Hughes, C. E. (2013). The potential of simulated environments in teacher education: Current and future possibilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(1), 21-33. https://doi.org/10.1177/0888406413512683.
Dotger, B. H. (2010). “I had no idea”: Developing dispositional awareness and sensitivity through a cross-professional pedagogy. Teaching and Teacher Education, 26(4), 805-812. https://doi.org/10.1016/j.tate.2009.10.017.
Dotger, B. H. (2013). “I Had No Idea!” Clinical simulations for teacher development. Charlotte: Information Age Publishing.
Dotger, B. H., Masingila, J., Bearkland, M., & Dotger, S. (2015). Exploring iconic interpretation and mathematics teacher development through clinical simulations. Journal of Mathematics Teacher Education, 18(6), 577-601. https://doi.org/10.1007/s10857-014-9290-7.
Duran, R. L., & Kelly, L. (1985). An investigation into the cognitive domain of communication competence. Communication Research Reports, 2(1), 112-119.
Finch, J. (1987). The vignette technique in survey research. Sociology, 21(1), 105-114. https://doi.org/10.1177/0038038587021001008.
Fyfe, E. R. (2016). Providing feedback on computer-based algebra homework in middle school classrooms. Computers in Human Behavior, 63, 568-574. https://doi.org/10.1016/j.chb.2016.05.082.
Fyfe, E. R., & Rittle-Johnson, B. (2016). Feedback both helps and hinders learning: The causal role of prior knowledge. Journal of Educational Psychology, 108(1), 82-97. https://doi.org/10.1037/edu0000053.
García, M. S., Pascual, M. A., & Fombona, J. (2011). Las competencias en el prácticum del Máster en Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional. Magister, 24, 109-119.
Geen, R. G., & Donnerstein, E. D. (1998). Human aggression: Theories, research, and implications for social policy. San Diego: Academic Press.
Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1-11. https://doi.org/10.1016/j.tate.2013.10.012.
Georgouli, K., Skalkidid, I., & Guerreiro, P. (2008). A framework for adopting LMS to introduce e-learning in a traditional course. Educational Technology & Society, 11(2), 227–240.
Goodnough, K., Falkenberg, T., & MacDonald, R. (2016). Examining the nature of theory-practice relationships in initial teacher education: A Canadian case study. Canadian Journal of Education, 39(1), 1-28.
Hatch, T., Shuttleworth, J., Jaffee, A. T., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education? Teaching and Teacher Education, 59, 274-284. https://doi.org/10.1016/j.tate.2016.04.011.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Hattie, J., & Gan, M. (2011). Instruction based on feedback. In R. Mayer, & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 249-271). New York: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U.
Helgevold, N., & Moen, V. (2015). The use of flipped classrooms to stimulate students’ participation in an academic course in Initial Teacher Education. Nordic Journal of Digital Literacy, 10(1), 29-42.
Herbst, P., Aaron, W., & Chieu, V. M. (2013). LessonSketch: An environment for teachers to examine mathematical practice and learn about its standards. In D. Polly (Ed.), Common core mathematics standards and implementing digital technologies (pp. 281-294). Hershey: IGI Global.
Hess, D. E. (2004). Using video to create a vision for powerful discussion teaching in secondary social studies. In J. Brophy (Ed.), Using video in teacher education (pp. 53-72). Boston: Elsevier.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
Jakobsen, A., Mellone, A., Ribeiro, M., & Tortora, R. (2016). Discussing secondary prospective teachers’ interpretative knowledge: A case study. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3 (pp. 35-42). Szeged: PME.
James, G. (2016). Transforming behaviour in the classroom: A solution-focused guide for new teachers. Washington: SAGE.
Jeffries, C., & Maeder, D. W. (2004). Using vignettes to build and assess teacher understanding of instructional strategies. The Professional Educator, 26(1 & 2), 17-28.
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 535-542. https://doi.org/10.1016/j.tate.2009.02.010.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. https://doi.org/10.1037/0033-2909.119.2.254.
Koc, Y., Peker, D., & Osmanoglu, A. (2009). Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher. Teaching and Teacher Education, 25(8), 1158-1168. https://doi.org/10.1016/j.tate.2009.02.020.
Kögce, D., Çalik, M., Aydin, M., & Baki, A. (2008). A reflective report from senior mathematics student teachers views of ‘feedback’ concept. World Applied Sciences Journal, 5(1), 111-118.
Konstantopoulos, S., Li, W., Miller, S. R., & van der Ploeg, A. (2016). Effects of interim assessments across the achievement distribution: Evidence from an expert. Educational and Psychological Measurement, 76(4), 587-608. https://doi.org/10.1177/0013164415606498.
Korthagen, F. (2004). In search of the essence of a good teachers: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97. https://doi.org/10.1016/j.tate.2003.10.002.
Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523.
Korthagen, F. A. J., & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17. https://doi.org/10.2307/1176444.
Li, N., Cao, Y., & Mok, I. A. C. (2016). A framework for teacher verbal feedback: Lessons from Chinese mathematics classrooms. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2465-2480. https://doi.org/10.12973/eurasia.2016.1298a.
Lievens, F., & Sackett, P. R. (2006). Video-based verses written situational judgment tests: A comparison in terms of predictive validity. Journal of Applied Psychology, 91(5), 1181-1188. https://doi.org/10.1037/0021-9010.91.5.1181.
Livingston, C., & Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40(4), 36-42. https://doi.org/10.1177/002248718904000407.
Loughran, J. J. (2002). Developing reflective practice: Learning about teaching and learning through modelling. Washington: Falmer Press.
Loughran, J. J. (2012). What expert teachers do: Enhancing professional knowledge for classroom practice. London: Routledge.
Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: guided by information power. Qualitative Health Research, 26(13), 1753-1760. https://doi.org/10.1177/1049732315617444.
Malushko, E. Y. (2015). Methodological podcasts as a way for developing the pre-service teachers’ professional competence and skills. International Scientific Journal. Theoretical & Applied Science, 21(1), 173-177. https://doi.org/10.15863/TAS.2015.01.21.29.
Markauskaite, L. (2007). Exploring the structure of trainee teachers’ ICT literacy: The main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547-572. https://doi.org/10.1007/s11423-007-9043-8.
Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. New York: Routledge Falmer.
Muñiz Rodríguez, L. (2017). Initial education of future secondary mathematics teachers in Spain (Doctoral dissertation), University of Oviedo, Ghent University. Retrieved from http://digibuo.uniovi.es/dspace/bitstream/10651/45638/1/TD_LauraMunizRodriguez.pdf.
Muñiz Rodríguez, L., Velázquez, P. A., Muñiz, L. J. R., & Valcke, M. (2016). Is there a gap in initial secondary mathematics teacher education in Spain compared to other countries? Revista de Educación, 372, 106-132. https://doi.oth/10.4438/1988-592X-RE-2015-372-317.
Muñiz-Rodríguez, L., Alonso, P., Rodríguez-Muñiz, L. J., & Valcke, M. (2017). Developing and validating a competence framework for secondary mathematics student teachers through a Delphi method. Journal of Education for Teaching, 43(4), 383-399. http://dx.doi.org/10.1080/02607476.2017.1296539.
Nicol, D. L., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090.
Núñez, J. C., Suárez, N., Rosario, P., Vallejo, G., Cerezo, R., & Valle, A. (2015). Teachers’ feedback on homework, homework-related behaviours, and academic achievement. The Journal of Educational Research, 108(3), 204-216. https://doi.org/10.1080/00220671.2013.878298.
O’Donoghue, T. A., & Brooker, R. (1996). The rhetoric and the reality of the promotion of reflection during practice teaching: An Australian case study. Journal of Teacher Education, 47(2), 99-109. https://doi.org/10.1177/0022487196047002003?journalCode=jtea.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/10.3102/00346543066004543.
Panaoura, A. (2012). Improving problem solving ability in mathematics by using a mathematical model: A computerized approach. Computers in Human Behavior, 28, 2291-2297. https://doi.org/10.1016/j.chb.2012.06.036.
Rakoczy, K., Harks, B., Klieme, E., Blum, W., & Hochweber, J. (2013). Written feedback in mathematics: Mediated by students’ perception, moderated by goal orientation. Learning and Instruction, 27, 63-73. https://doi.org/10.1016/j.learninstruc.2013.03.002.
Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning. Educational Technology Research and Development, 58(4), 399-419. https://doi.org/10.1007/s11423-009-9142-9.
Sancar-Tokmak, H. (2013). Effects of video-supported expertise-based training (XBT) on preservice science teachers’ self-efficacy beliefs. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 131-141. https://doi.org/10.12973/eurasia.2013.924a.
Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM: The International Journal of Mathematics Education, 43, 133–145. https://doi.org/10.1007/s11858-010-0292-3.
Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16(4), 475-5223. https://doi.org/10.1207/s1532690xci1604_4.
Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65. https://doi.org/10.1016/j.tate.2013.03.004.
Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51(4), 455-498. https://doi.org/10.3102/00346543051004455.
Shen, P., Gromova, C. R., Zakirova, V. G., & Yalalov, F. G. (2017). Educational technology as a video cases in teaching psychology for future teachers. Eurasia Journal of Mathematics, Science & Technology Education, 13(7), 3417-3429. https://doi.org/10.12973/eurasia.2017.00736a.
Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1-28). Boston: Elsevier.
Sherin, M., & van Es, E. (2002). Using Video to Support Teachers’ Ability to Interpret Classroom Interactions. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 2532-2536). Chesapeake: Association for the Advancement of Computing in Education (AACE).
Siry, C., & Martin, S. N. (2014). Facilitating reflexivity in preservice science teacher education using video analysis and cogenerative dialogue in field-based methods courses. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 481-508. https://doi.org/10.12973/eurasia.2014.1201a.
Szabo, Z., & Schwartz, J. (2011). Learning methods for teacher education: The use of online discussions to improve critical thinking. Technology, Pedagogy and Education, 20(1), 79-94. https://doi.org/10.1080/1475939X.2010.534866.
Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739. https://doi.org/10.1016/j.tate.2012.01.011.
van den Berg, M., Harskamp, E. G., & Suhre, C. J. M. (2016). Developing classroom formative assessment in Dutch primary mathematics education. Educational Studies, 42(4), 305-322. https://doi.org/10.1080/03055698.2016.1193475.
van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 20(10), 1-37. https://doi.org/10.3102/0034654314564881.
van Dinther, M., Dochy, F., Segers, M., & Braeken, J. (2013). The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education. Studies in Educational Evaluation, 39(3), 169-179. https://doi.org/10.1016/j.stueduc.2013.05.001.
Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20(3), 243-257. https://doi.org/10.1016/j.tate.2004.02.004.
Wiens, P. D., Hessberg, K., LoCasale-Crouch, J., & DeCoster, J. (2013). Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching. Teaching and Teacher Education, 33, 24-33. https://doi.org/10.1016/j.tate.2013.01.010.
Zagalaz, J. C., Manrique, I. L., Granados, S. R., Sánchez, M. L. Z., & de Mesa, C. G. G. (2015). Opinión de docentes y estudiantes del máster de secundaria sobre las aportaciones de este a la formación del profesorado, la calidad docente y los intereses personales. Magister, 27(1), 1-10. https://doi.org/10.1016/j.magis.2015.03.001.
Zeichner, K. M., & Liston, D. P. (2013). Reflective teaching: An introduction. New York: Routledge.
Zimmerman, B. J. (2002). Achieving self-regulation: The trial and triumph of adolescence. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 1–27). Greenwich: Information Age.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement of self-efficacy. Washington: American Psychological Association.

How to cite this article

APA

Muñiz-Rodríguez, L., Alonso, P., Rodríguez-Muñiz, L. J., De Coninck, K., Vanderlinde, R., & Valcke, M. (2018). Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1573. https://doi.org/10.29333/ejmste/92022

Vancouver

Muñiz-Rodríguez L, Alonso P, Rodríguez-Muñiz LJ, De Coninck K, Vanderlinde R, Valcke M. Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence. EURASIA J Math Sci Tech Ed. 2018;14(11):em1573. https://doi.org/10.29333/ejmste/92022

AMA

Muñiz-Rodríguez L, Alonso P, Rodríguez-Muñiz LJ, De Coninck K, Vanderlinde R, Valcke M. Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence. EURASIA J Math Sci Tech Ed. 2018;14(11), em1573. https://doi.org/10.29333/ejmste/92022

Chicago

Muñiz-Rodríguez, Laura, Pedro Alonso, Luis J. Rodríguez-Muñiz, Karen De Coninck, Ruben Vanderlinde, and Martin Valcke. "Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 11 (2018): em1573. https://doi.org/10.29333/ejmste/92022

Harvard

Muñiz-Rodríguez, L., Alonso, P., Rodríguez-Muñiz, L. J., De Coninck, K., Vanderlinde, R., and Valcke, M. (2018). Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1573. https://doi.org/10.29333/ejmste/92022

MLA

Muñiz-Rodríguez, Laura et al. "Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 11, 2018, em1573. https://doi.org/10.29333/ejmste/92022