The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators

McGraw, Rebecca; Lynch, Karen E.; Koç, Yusuf; Budak, Ayfer; Brown, Catherine

doi:10.1007/s10857-007-9030-3

Cited by 31 publications

(8 citation statements)

References 11 publications

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“…Thus in general we can say that from 2002, papers from different regions of the world related to the use of the internet for the education and development of teachers, started to appear in different settings. These studies have been reported in specialized books (Borba & Villarreal, 2006), in international conferences (Llinares, 2004) and in research journals (McGraw, Lynch, Koc, Budak, & Brown, 2007).…”

Section: Online Mathematics Teacher Educationmentioning

confidence: 85%

<p>A review of research trends in mathematics teacher education</p>

Sánchez

2011

pna

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This article presents a literature review in the field of mathematics teacher education research. The review focuses on identifying the main research trends in this field, that is, the main research topics that the mathematics teacher educators’ community is currently addressing, and the main theoretical concepts used to study these topics. One of the contributions of the review is that it identifies new research trends that have not been previously reported. Some of these trends are online mathematics teacher education, and the design and role of tasks in mathematics teacher education. Una revisión de las tendencias de investigación en la formación de profesores de Matemáticas Este artículo presenta una revisión de la literatura en el campo de la investigación en formación de profesores de matemáticas. La revisión se centra en identificar las principales tendencias de investigación en este campo, es decir, los principales temas de investigación que la comunidad de formadores de profesores está abordando actualmente, así como los principales conceptos teóricos usados para estudiar esos temas. Una de las contribuciones de esta revisión es que se identifican tendencias de investigación que no han sido reportadas previamente. Algunas de estas tendencias son la formación online de profesores de matemáticas y el diseño y rol de las tareas en la formación de profesores de matemáticas.Handle: http://hdl.handle.net/10481/15312Nº de citas en WOS (2017): 3 (Citas de 2º orden, 3)Nº de citas en SCOPUS (2017): 6 (Citas de 2º orden, 4)

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Section: Online Mathematics Teacher Educationmentioning

confidence: 85%

<p>A review of research trends in mathematics teacher education</p>

Sánchez

2011

pna

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“…With a long tradition in teacher education, the use of cases from practice is founded on the notion that PTs need to develop conceptual and contextual understanding of the teaching processes, thus establishing connections between theory and practice (Gallagher, 2019). Since classrooms entail a great level of complexity, teaching and learning should be addressed in a coordinated manner in the PTs' preparation, namely, through cases that allow them to examine the teaching practice and its relation to students' activity, interactions between the different agents that unfold, and how these affect what is taught and learnt (Han et al, 2013;McGraw et al, 2007). MC have been produced for teacher education with video and audio components, beyond written texts, providing a wide range of information and eliciting interactivity (Gallagher, 2019;Han et al, 2013).…”

Section: Conceptual Framework Multimedia Cases and Pt's Professional ...mentioning

confidence: 99%

“…MC have been produced for teacher education with video and audio components, beyond written texts, providing a wide range of information and eliciting interactivity (Gallagher, 2019;Han et al, 2013). The expansion of navigation and communication possibilities of this resource can support more consistent analyses, since it allows multiple readings and interpretations of classroom practice elements, leading PTs to deepen their reflections in several domains (Han et al, 2013;McGraw, et al, 2007;Uygun, 2020). In particular, the use of video has afforded "the opportunity to study the characteristics of effective teaching and then, to apply that knowledge to professional learning" (Blazar et al, 2018, p. 131).…”

Section: Conceptual Framework Multimedia Cases and Pt's Professional ...mentioning

confidence: 99%

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

Rodrigues

Oliveira

Cyrino

2022

IJEMST

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The present study aims to understand how the professional vision of prospective teachers (PTs) regarding whole-class reflective discussion develops as they explore a multimedia case (MC) in a mathematics teacher education course. The data come from the written productions of seven groups of PTs (N=15) related to whole-class discussion of one 6th grade lesson in two sections of the MC: first, they have focused on the teacher’s lesson plan and on her intentions for the whole-class discussion aiming at the students’ algebraic thinking; and in the second, they have analysed two video episodes of that lesson phase. The results show an integrated development of two processes of PTs’ professional vision – noticed events and the nature of the reasoning about them – with significant evolution from one section to another as they explore the MC. The study shows PTs’ alternative ways of accessing and making sense of the complexity of both ambitious and authentic teaching practices that can also be employed in at distance teacher education and mitigate the consequences of the impossibility to access the classrooms, such as that resulting from the recent COVID-19 pandemic.

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“…In their study Deng & Yuen (2013) found that acquaintance among learners will impact their interactions, which should be given due importance in training programmes. The varied experiences of participants including teacher educators can be rightly blended to achieve meaningful interactions (McGraw et al 2007). Maor (2003) opines that only teachers can create favorable atmosphere but it is the students who should show interest in collaborative learning.…”

Section: Factors That Impact Teacher Interactionmentioning

confidence: 99%

Teacher Interaction in Technology- Supported Learning Environment (TSLE): A Social Constructivist Perspective

Devi

Pasupathi

2021

CJESS

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In the 21 st century, the processes of learning is redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, and application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one's own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist Theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.

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The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators

Cited by 31 publications

References 11 publications

<p>A review of research trends in mathematics teacher education</p>

<p>A review of research trends in mathematics teacher education</p>

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

Teacher Interaction in Technology- Supported Learning Environment (TSLE): A Social Constructivist Perspective

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