Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use

As there has recently been an onslaught of video cases being developed and implemented with preservice teachers, it is important to evaluate how we should use these cases. This research investigates the features elementary preservice teachers consider valuable when using video cases in mathematics e...

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Bibliographic Details
Published in:Journal of digital learning in teacher education 2012-09, Vol.29 (1), p.23-29
Main Authors: Kurz, Terri L., Batarelo Kokic, Ivana
Format: Article
Language:English
Subjects:
Elementary School Teachers
Elementary Secondary Education
Higher Education
Mathematics
Mathematics Education
Mathematics Instruction
Multivariate Analysis
Preservice Teachers
Special Education Teachers
Teacher Education Programs
technology use
Technology Uses in Education
tool-based instruction
United States
video cases
Video Technology
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Summary:As there has recently been an onslaught of video cases being developed and implemented with preservice teachers, it is important to evaluate how we should use these cases. This research investigates the features elementary preservice teachers consider valuable when using video cases in mathematics education. The researchers used hierarchical cluster analysis to create a dendrogram that displayed statistically significant features. The study revealed two primary clusters-(a) cross-subject lessons emphasizing adaptations and techniques to reach a variety of learners and (b) problem-based lessons with students in groups supported by lesson analysis-as well as (c) a small third cluster of collection and distribution of materials. Ultimately, such findings can be used to guide the design and incorporation of tools for using mathematics-based video cases.
ISSN:2153-2974
2332-7383
DOI:10.1080/21532974.2012.10784700