skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Representations of Practice Used in Mathematics Methods Courses
This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on knowledge from prior studies on standard videos, this study aimed to address the gaps in literature to encompass other representations that are being utilized and obtained. Analyses show that standard videos are the primary medium being used to teach future teachers in math methods, followed by animations/comics, and then 360 videos. Findings suggest that teacher educators are more likely to use a medium that they are more familiar with than a medium with greater perceived usefulness. Further, findings indicate that teacher educators perceived usefulness and frequency of use as not related to their level of familiarity with all representation types, suggesting more factors are at play.  more » « less
Award ID(s):
1908159
PAR ID:
10340465
Author(s) / Creator(s):
;
Date Published:
Journal Name:
Contemporary issues in technology and teacher education
Volume:
22
Issue:
1
ISSN:
1528-5804
Page Range / eLocation ID:
60-76
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, School Science and Mathematics)
    Abstract This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with comics and animations, standard videos, and 360 videos. This mixed methods study utilized a survey and interviews to ascertain math and science teacher educators' level of familiarity and perceived usefulness of representations of practice. Results indicate that standard video is by far the most used representation of practice in methods classes with three themes explaining this finding: access to representations of practice, dimensions of representation, and pertinacity of using representations. Familiarity with representations of practice relates to teacher educators' perceptions of access thereby indicating a need for teacher educators to have better access to representations. Implications of this study include supporting current literature about the relationship between the level of familiarity and perceived usefulness in media along with the potential need for a central platform that houses these representations of practice resources for teacher educators. 
    more » « less
  2. ; ; (, Journal of Teacher Education)
    Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology. 
    more » « less
  3. ; ; ; ; (, What teacher educators should have learned from 2020)
    null (Ed.)
    One of the most disruptive aspects of 2020 for teacher education, mainly due to COVID, was the loss of field placements for future teachers. Teacher educators attempted to respond to this gap with videos of exemplary practice—something used commonly in teacher education to supplement such field experiences. Teacher educators, however, should have learned about the potential and promise for the use of 360 video for teaching and teacher education. This chapter highlights the research behind the use of 360, also showcasing how it has been used successfully in mathematics teacher education and physical education teacher education. The chapter includes evidence supporting the use of 360 as a dissemination technique and a technology skill needed to be taught to current and future teachers. Finally, evidence is provided to suggest that the use of 360 should be continued even when field placements return fully face-to-face. 
    more » « less
  4. ; ; (, Psychology of Mathematics Education - North America)
    Olanoff, D.; Johnson, K.; Spitzer, S. (Ed.)
    Attending to students’ actions and mathematical thinking is an important aspect of professional teacher noticing. In this paper, we used 360 videos as a medium to examine the relationship between preservice teachers’(PSTs) observed attending behaviors and their written noticing. Findings suggest that PSTs focusing on students, instead of the teacher, during class discussions provide more specified descriptions of children’s mathematical thinking. 
    more » « less
  5. (, British journal of educational technology)
    null (Ed.)
    The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in-service and preservice teachers while watching 360 video. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email