Representations of Practice Used in Mathematics Methods Courses

Autor/inn/en	Austin, Christine K.; Kosko, Karl W.
Titel	Representations of Practice Used in Mathematics Methods Courses
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 22 (2022) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Video Technology; Mathematics Instruction; Animation; Cartoons; Preservice Teachers; Methods Courses; Teacher Education Programs; Teacher Educators; Familiarity; Teacher Attitudes; Elementary School Teachers; Middle School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zeichentrickfilm; Methodisch-didaktische Anleitung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on knowledge from prior studies on standard videos, this study aimed to address the gaps in literature to encompass other representations that are being utilized and obtained. Analyses show that standard videos are the primary medium being used to teach future teachers in math methods, followed by animations/comics, and then 360 videos. Findings suggest that teacher educators are more likely to use a medium that they are more familiar with than a medium with greater perceived usefulness. Further, findings indicate that teacher educators perceived usefulness and frequency of use as not related to their level of familiarity with all representation types, suggesting more factors are at play. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01