Journal article
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
Journal of technology and teacher education, Vol.24(2), p.127
06/22/2016
Abstract
This paper explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Preservice teachers in mathematics methods courses at six universities (n=126) engaged in a practice of decomposing and approximating components of a fraction lesson. Data analysis focused on the extent to which preservice teachers were specific or general with respect to mathematics in written and animated accounts of noticing. Findings illuminate preservice teachers' degrees of specificity, with most preservice teachers being more specific about mathematics in their animations, showing promise for animation as a tool for communicating what is noticed. Further, preservice teachers perceived the use of animations a transformational experience, meaning the technological medium provided learning and access beyond what could have been accomplished without the technological support.
Details
- Title: Subtitle
- Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
- Creators
- Julie AmadorTracy WestonAnne EstapaKarl KoskoZandra De Araujo
- Resource Type
- Journal article
- Publication Details
- Journal of technology and teacher education, Vol.24(2), p.127
- Publisher
- Association for the Advancement of Computing in Education
- ISSN
- 1059-7069
- eISSN
- 1943-5924
- Language
- English
- Date published
- 06/22/2016
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984374249502771
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