Animating Preservice Teachers’ Noticing

Authors

  • Zandra de Araujo University of Missouri
  • Julie Amador University of Idaho
  • Anne Estapa Iowa State University
  • Tracy Weston Middlebury College
  • Rachael Aming-Attai University of Indianapolis
  • Karl Kosko Kent State University

Keywords:

Preservice teachers, noticing, teacher education, technology

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.

Author Biography

Zandra de Araujo, University of Missouri

Assistant Professor of Mathematics Education

Learning, Teaching, and Curriuclum

References

Choy, B. H. (2013). Productive mathematical noticing: What it is and why it matters. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics education: Yesterday, todays and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia). Melbourne, VIC: MERGA.

Clarke, D., Roche, A., Wilkie, K., Wrigth, V., Brown, J., Downton, A., Horne, M., Knight, R., McDonough, A., Sexton, M., Worrall, C. (2013). Demonstration lesson in mathematics education: teachers’ observation foci and intended changes in practice. Mathematics Education Research Journal. 25, 207–230.

Dirkin, G. R. (1983). Cognitive tunneling: Use of visual information under stress. Perceptual and Motor Skills, 56, 191-198.

Endsley, M. R. (2000). Theoretical underpinnings of situation awareness. In M. R. Endsley, & D. J. Garland (Eds.), Situation awareness analysis and measurement (pp. 1-21). Mahwah, NJ: Erlbaum.

Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Hawthorne, NY: Aldine Publishing Company.

Goodwin, C. (1994). Professional Vision. American Anthropologist, 96(3), 606-633.

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.

Hobson, A. (Ed.). (2004). The Oxford dictionary of difficult words. Oxford, UK: Oxford University Press.

Huang, R. & Li, Y. (2012). What matters most: A comparison of expert and novice teachers’ noticing of mathematics classroom events. School Science and Mathematics, 112 (7), 420-432.

Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional Noticing of Children's Mathematical Thinking, Journal for Research in Mathematics Education, 41 (2), 169-202.

Krull, E., Oras, K., & Sisask, S. (2007). Differences in teachers' comments on classroom events as indicators of their professional development. Teaching and Teacher Education, 23, 1038-1050.

Lowe, R., & Schnotz, W. (2008). Learning with animation: Research implications for design. New York, NY: Cambridge University Press.

Mason, J. (2002). Researching your own practice. New York, NY: Routledge.

Mason, J. (2011). Noticing roots and braches. In M. Sherin & R. Philipp (Eds.) Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35-50). Mahwah, NJ: Erlbaum.

McDuffie, A. R., Foote, M. Q., Bolson, C. Turner, E. E., Aquirre, J. M., Bartell, T. G., & Land, T. (2013). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17, 245-270.

Philipp, R. A. (2014) Commentary on section 3: Research on teachers’ focusing on children’s thinking in learning to teach: Teacher noticing and learning trajectories. In J. Lo et al. (Eds.), Research Trends in Mathematics Teacher Education, (pp.285-293). New York: Springer.

Pierce, R. & Atkinson, L. (2003). Interactive Animation Provides a Vehicle for Exploring Students’ Understandings of Derivatives. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunity (Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia). Geelong, Vic: MERGA.

Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensional, and immediacy, American Education Research Journal, 28 (1), 63-88.

Santagata, R., Zannoni, C., & Stigler, J. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140.

Sato, M., Akita, K., & Iwakawa, N. (1993). Practical thinking styles of teachers: A comparative study of expert and novice through processes and its implications for rethinking teacher education in Japan. Peabody Journal of Education, 68 (4), 100-110.

Sherin, M. G., (2007). The Development of Teachers’ Professional Vision in Video Clubs. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video Research in the Leaning Sciences (pp. 383-395) New York: Routledge.

Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to noticeclassroom interactions. Journal of Technology and Teacher Education, 13, 475-491.

Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.

Smith, M., & Stein, M. (2011). 5 practices for orchestrating productive mathematics discussion. National Council of Teachers of Mathematics: Reston, VA.

Star, J., Lynch, K., & Perova, N. (2011). Using video to improve preservice mathematics teachers’ abilities to attend to classroom features. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117-133). New York, NY: Routledge.

Star, J.R., Strickland, S.K. (2008). Learning to observe: Using video to improve preservice teachers' ability to notice. Journal of Mathematics Teacher Education, 11, 107-125.

Stevens, R. & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. L. Blunk, (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107-149). Cambridge University Press: Cambridge.

Stockero, S. (2014). Transitions in prospective mathematics teacher noticing. In. J. Lo, K. Leatheam & L. van Zoest, Transitions in prospective mathematics teacher noticing (pp.239-260). New York, NY: Springer.

van Es, E. A. & Sherin, M. G. (2008). Mathematics teachers "learning to notice" in the context of a video club. Teaching and Teacher Education, 24, 244-276.

van Es, E. A. (2011). A framework for learning to notice student thinking. In M. Sherin, V. Jacobs, & R. Philipp (Eds.). Mathematics teacher noticing: Seeing through teachers' eyes (134-151). New York, NY: Routledge.

Downloads

Published

2015-12-09