The engagement of novices in a simplified version of an instructional practice (e.g., a simulation).
Published in Chapter:
Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice
Patricio Herbst (University of Michigan, USA), Daniel Chazan (University of Maryland, USA), Vu Minh Chieu (University of Michigan, USA), Amanda Milewski (University of Michigan, USA), Karl W. Kosko (Kent State University, USA), and Wendy Rose Aaron (Oregon State University, USA)
Copyright: © 2016
|Pages: 29
DOI: 10.4018/978-1-5225-0120-6.ch004
Abstract
This chapter focuses on how digital technologies provide affordances for Practice-Based Mathematics Teacher Education (PBMTE) and maps needed research on technologically mediated teacher education. The chapter elaborates on Grossman's pedagogies of practice, describing how they can be enacted in digital environments. Using LessonSketch as a prototype of an online platform for PBMTE, the chapter describes what those pedagogies look like when mediated through technology by narrating three cases. The chapter maps needed research by describing how various research approaches including design research, teaching effectiveness, ecological, and instrumental genesis might be used to organize research on environments that support technologically mediated, practice-based mathematics teacher education.