Search results for: Alghazo Iman M.

The current study explored the impact of using video lesson analysis methodology (VLAM) on the ability of prospective secondary mathematics teachers to analyze mathematics teaching. The participants were 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental group while little improvement occurred to the control group. Implications for teacher education programs are discussed.