Journal article
Animating Preservice Teachers' Noticing
Mathematics teacher education & development, Vol.17(2), p.25
2015
Abstract
The incorporation of animation in mathematics teacher education courses is one method for transforming practices and promoting practice-based education. Animation can be used as an approximation of practice that engages preservice teachers (PSTs) in creating classroom scenes in which they select characters, regulate movement, and construct conversations to generate playable animations (Grossman et al., 2009). We focus on the role of animation as a practice-based expression to denote who, what, and how PSTs professionally notice within a mathematics lesson (Jacobs, Lamb, & Philipp, 2010). The animation provides a mechanism for analysis that transfers PSTs' concepts of teaching to a perceptible reality (Lowe & Schnotz, 2008). We examined the affordances and constraints of using animations as a means of supporting PSTs' development of noticing.
Details
- Title: Subtitle
- Animating Preservice Teachers' Noticing
- Creators
- Zandra de AraujoJulie AmadorAnne EstapaTracy WestonRachael Aming-AttaiKarl W Kosko
- Resource Type
- Journal article
- Publication Details
- Mathematics teacher education & development, Vol.17(2), p.25
- Publisher
- Mathematics Education Research Group of Australasia
- ISSN
- 1442-3901
- Number of pages
- 20
- Language
- English
- Date published
- 2015
- Description audience
- Higher Education; Elementary Education; Postsecondary Education
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984374347902771
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