Animating Preservice Teachers' Noticing

Autor/inn/en	de Araujo, Zandra; Amador, Julie; Estapa, Anne; Weston, Tracy; Aming-Attai, Rachael; Kosko, Karl W.
Titel	Animating Preservice Teachers' Noticing
Quelle	In: Mathematics Teacher Education and Development, 17 (2015) 2, S.25-44 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teacher Education; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Animation; Technology Uses in Education; Educational Technology; Preservice Teachers; Teacher Competencies; Elementary School Mathematics; Video Technology; Reflection; Documentation; Computer Software; Coding + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lehrkunst; Elementare Mathematik; Schulmathematik; Dokumentation; Codierung; Programmierung
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. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01