Communicating Professional Noticing through Animations as a Transformational Approximation of Practice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Amador, Julie M.; Estapa, Anna; Weston, Tracy; Kosko, Karl
Titel	Communicating Professional Noticing through Animations as a Transformational Approximation of Practice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Animation; Teaching Methods; Preservice Teacher Education; Elementary School Mathematics; Mathematics Teachers; Preservice Teachers; Methods Courses; Fractions; Mathematical Concepts; Attention; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Bruchrechnung; Aufmerksamkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
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. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01