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In this article, we present a set of design principles to guide the development of instructional materials aimed to support preservice secondary mathematics teachers (PSMTs) examining student practices in technology-mediated environments. To develop design principles, we drew on the literature related to technological pedagogical content knowledge (TPACK; Niess, 2005), video cases as learning objects (Sherin & van Es, 2005), and professional noticing (Jacobs, et al., 2010). After presenting the design principles, we share a task created using these design principles. Finally, we share PSMTs’ refections about changes in their own understanding after examining students’ practices. Their responses provide insights into the usefulness of the design principles for deepening PSMTs’ mathematical knowledge and knowledge of students’ understanding, thinking, and learning with technology.
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Design principles for the development of professional noticing of students’ technological mathematical practices.
In support of standards for the learning and teaching of mathematics and statistics that advocate for the use of technology to promote reasoning and sense making, and to elicit student thinking, we draw on the use of authentic student work in the form of video case instruction to develop prospective secondary mathematics teachers’ [PSMTs] knowledge of students’ understanding, thinking, and learning with technology in mathematics. Specifically, we draw on the extant literature related to TPACK, video cases as learning objects, and noticing to propose a set of design principles intended to guide the development of materials to support PSMTs’ acquisition of TPACK. Here we explicate six design principles situated in the literature, provide an example of a module designed based on these principles, and share findings from pilot studies utilizing the module.
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- Award ID(s):
- 1820967
- PAR ID:
- 10118837
- Date Published:
- Journal Name:
- Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Page Range / eLocation ID:
- 1195-1202
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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