Steve Thornton, Kathryn Moyle
This presentation provides some preliminary results of the use of videos as a vehicle for reflection and planning with pre-service secondary teachers. A lesson was developed to illustrate the elements of a framework that we term ‘mathematically significant classrooms’, consisting of tasks (Watson & Mason, 2007), norms (Yackel & Cobb, 1996) and conversations (Chapman, 1993). Students’ responses to the framework, including their use of it in planning lessons during professional experience, will be discussed. The framework provides a robust framework through which teachers can reflect on the intellectual quality of a mathematics classroom (Gore, Griffiths & Ladwig, 2004).