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ERIC Number: EJ1085875
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-3901
Animating Preservice Teachers' Noticing
de Araujo, Zandra; Amador, Julie; Estapa, Anne; Weston, Tracy; Aming-Attai, Rachael; Kosko, Karl W.
Mathematics Teacher Education and Development, v17 n2 p25-44 2015
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.
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/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A