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Creators/Authors contains: "Austin, C K"

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  1. ; ; ; (, PMENA)
    Accepted Manuscript Full Text Available
  2. ; ; (, Proceedings of the 50th annual meeting of the Research Council of Mathematics Learning)
    Accepted Manuscript Full Text Available
  3. ; ; (, Proceedings of the 50th annual meeting of the Research Council of Mathematics Learning)
    Accepted Manuscript Full Text Available
  4. ; (, Contemporary issues in technology and teacher education)
    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. 
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    Accepted Manuscript Full Text Available
  5. ; ; (, Proceeding of the 44rd annual meeting of the North American Chapter for the Psychology of Mathematics Education)
  6. ; ; (, Proceeding of the 44rd annual meeting of the North American Chapter for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available
  7. ; ; (, Investigations in Mathematics Learning)
    Full Text Available 
  8. ; ; ; (, Journal of technology and teacher education)
    The global COVID-19 pandemic has disrupted normal face-to-face classes across institutions. This has significantly impacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 classroom). In this paper, we describe efforts to adapt an assignment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 video, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experiences are not a complete replacement for face-to-face field-based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. 
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    Accepted Manuscript Full Text Available