Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education

Autor/inn/en	Brown, Amanda M.; Herbst, Patricio G.; Hanby, Kristi
Titel	Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education
Quelle	In: Mathematics Teacher Education and Development, 24 (2022) 2, S.57-85 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Mathematics Teachers; Preservice Teacher Education; Teaching Methods; Multimedia Instruction; Experiential Learning; Scripts; Visualization; Persuasive Discourse; Mathematics Instruction; Formative Evaluation; Feedback (Response) + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Skript; Visualisation; Visualisierung; Persuasion; Persuasive Kommunikation; Mathematics lessons; Mathematikunterricht
Abstract	To leverage pedagogies of approximation to improve teacher education, educational researchers must first tackle the methodological question, "How can we determine the potential of pedagogies of approximation for supporting the growth of prospective teachers' knowledge and practices for teaching?" In this paper, we offer a model called the Dual Action Cycles of Approximations of Practice for identifying the pedagogical practices made available to pre-service teachers within various approximations of practice and describe its use to empirically investigate the potential of Story"Circles"--a facilitated process of collaboratively representing a lesson using a multimedia storyboarding tool. We illustrate ways the model was used to make observations of pre-service teachers during Story"Circles." A key feature of the model is that it provides a bi-focal perspective on both the preactive and interactive phases of teaching, which help bring into focus the interdependent nature of these two phases. We close by suggesting that the development of new forms of approximation needs to be accompanied by research frameworks capable of investigating the potential of these various innovations. (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: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01