2013

ThEMaT III

ThEMaT III

 

 

ThEMaT III

Thought Experiments in Mathematics Teaching III

“Developing Rich Media-based Materials for Practice-based Teacher Education” (also known as ThEMaT III) was funded by NSF in 2013 and closed in 2020 (NSF Grant DRL–1316241). The project explored how web-based resources and tools, such as those provided by the LessonSketch platform, could support the work of teacher educators designing materials for practice based teacher education. The research focused on understanding how online, rich-media resources can instrument the work of teacher educators and their students, as well as evaluating how LessonSketch functionalities respond to the needs of teacher educators and their students. A main thrust of the project was related to materials development: a group of LessonSketch Research and Development Fellows were recruited to create and disseminate materials through a network of inquiry groups. The project was also concerned with examining how the technological mediation affects the work of teacher educators and their inquiry groups planning and enacting teacher education lessons that use the materials developed.

Project Fellows

Wendy Rose Aaron · Emina Alibegovic · Joel Amidon · Kristen Bieda · Orly Buchbinder · Lawrence Clark · Sandra Crespo · Karl W. Kosko · Woong Lim · Janet Walkoe · Rob Wieman · Bill Zahner

The project was premised on the notion that recent technological developments have made it feasible to represent classroom work in new ways. In addition to watching recorded videos of classroom interactions or reading written cases, teacher educators and teachers can now watch animations and image sequences, realized with cartoon characters, and made to depict activities that have or could have happened in a mathematics classroom. Furthermore, teacher educators and teachers can react to such animations or image sequences by making their own depictions of alternative moves by students or teachers in classroom interaction. And all of that can take place in an online, cloud-based environment that also supports discussion fora and the kinds of capabilities associated with learning management systems. Such technologies offer important affordances to teacher educators seeking to provide candidates with course-based experiences that emphasize the development of practice-based skills.

This joint project of the University of Maryland Center for Mathematics Education and the University of Michigan gathered 12 mathematics educators, called LessonSketch Research and Development Fellows, across various teacher preparation institutions in the U.S. Fellows included Wendy Aaron (Oregon State University), Emina Alibegovic (then at the University of Utah), Joel Amidon (University of Mississippi), Kristen Bieda (Michigan State University), Orly Buchbinder (University of New Hampshire), Lawrence Clark (University of Maryland), Sandra Crespo (Michigan State University), Karl Kosko (Kent State University), Woong Lim (University of New Mexico), Janet Walkoe (University of Maryland), Rob Wieman (Rowan University), and Bill Zahner (San Diego State University). These Fellows were charged with the development of online practice-based modules for use in different courses within mathematics teacher preparation programs. Once initial drafts of materials were developed, the Fellows each gathered inquiry groups, typically composed of 3 – 4 other mathematics educators serving at distinct institutions, to help support the further development and field testing of modules. The project team engaged with the Inquiry Groups in three distinct ways. First, the team provided inquiry groups with support, both conceptual and technical, for the design of their materials. Second, using the framework of instrumental genesis, the project team documented the ways that the Fellows and their Inquiry Groups used the LessonSketch tools in conjunction with other tools. This documentation included observing the ways in which various groups used the tools, how those uses changed overtime, and challenges they faced when engaged in their work. It also included administering surveys and conducting interviews and focus groups with both Fellows and their inquiry group members. Finally, based on what had been learned from these experiences of providing support and documenting the work of the groups, the project team engaged in rounds of design-based research—making incremental changes to the LessonSketch platform and releasing those updates for piloting by various inquiry groups that had need for such updates.

As part of our own contribution to the use of rich media in teacher development, we conceived of the StoryCircles process of teacher collaboration, which we have continued to develop in the context of other funded projects. The investigation of how teacher educators used the LessonSketch tools led to a reconceptualization and revision of two of the original LessonSketch tools: Depict (an online storyboarding tool for representing classroom scenarios) and Annotate (an online tool for annotating rich-media, such as video). Moving away from the Flash framework, two new standalone tools were coded in javascript to support similar work but with enhanced features: Lesson Depict and Anotemos (ah-noh-ta-mos). An important enhancement in these tools is that they are collaborative: Users may work synchronously on the same file. Through LTI integration they are also integrated with the Canvas framework where we have begun to rebuild the capabilities of LessonSketch but relying on tools supported by a wide array of developers. While the integrated LessonSketch platform will be decommissioned at the end of 2020, we are reconceptualizing LessonSketch to be not a piece of software but rather a way of working. LessonSketch, as a way of working, is anchored in Canvas and provides access to media, resources, and tools to support teacher development that uses representations of practice and research that uses scenario-based assessments.

In addition to the instrumentation work, the project produced 15 new LessonSketch modules, field-tested with ~3000 preservice teacher candidates across 42 institutions. Many of the fellows are especially interested in having an impact on how prospective teachers are prepared to teach the full range of students in the United States. Examples of some of the relevant foci of the work of the fellows include:

  • Teachers’ awareness of students’ mathematical dispositions including students’ perceptions of: their mathematical ability, the importance of mathematics, and the nature of the mathematical task at hand,
  • Teachers’ awareness of students’ attributions of success and failure in mathematical contexts,
  • Teachers’ sensitivity to issues of equity & diversity and their impact in the mathematics classroom.

 

To access the materials developed by the LessonSketch Research and Development Fellows, please consult the links below

Publications credited to this project
TitleAuthor(s)CitationDate
Data do not drive themselvesWieman RWieman, R. (2018). Data do not drive themselves. Mathematics Teacher 111, no. 9 (May 2018.)2018
Learning from Mistakes: Not Just for Students. Teachers College RecordWieman R, Hiebert JWieman, R. and Hiebert, J. (2018). Learning from Mistakes: Not Just for Students. Teachers College Record2018
Working collectively to design online teacher education curriculum: How do teacher educators manage to do it?Milewski A, Gürsel U, Herbst PMilewski, A., Gürsel, U., & Herbst, P. (2017, October). Working collectively to design online teacher education curriculum: How do teacher educators manage to do it? In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 112-119). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.2017
Preservice teachers’ learning paths of classroom discourse through scriptingLim W, Roberts-Harris D, Kim HLim, W., Roberts-Harris, D., & Kim, H. (2018). Preservice teachers’ learning paths of classroom discourse through scripting. In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 293-319). Cham, Switzerland: Springer.2018
Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment ItemsLee M Y, Lim WLee, M.Y. and Lim, W. (2020). Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. International Electronic Journal of Mathematics education. 15(1), 5946. e-ISSN: 1306-3030. Em05612020
“It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengthsKalinec‑Craig C, Bannister N, Bowen D, Jacques L, Crespo SKalinec-Craig, C.A., Bannister, N., Bowen, D. et al (2020). “It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths. Journal of Mathematics Teacher Education .2020
Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher educationHerbst P, Boileau N, Clark L, Milewski A, Chieu V M, Gürsel U, Chazan DHerbst, P., Boileau, N., Clark, L., Milewski, A., Chieu, V. M., Gürsel, U., & Chazan, D. (2017, October). Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 789-796). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.2017
On dialogue and stories as representations of practice: Introduction to the bookHerbst PHerbst, P. (2018). On dialogue and stories as representations of practice: Introduction to the book. In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 1-19). Cham, Switzerland: Springer.2018
Generating, appraising, and revising representations of mathematics teaching with prospective teachersCrespo SCrespo, S. (2018). Generating, appraising, and revising representations of mathematics teaching with prospective teachers. In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 249-264). Cham, Switzerland: Springer.2018
What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in provingBuchbinder O, Zodik I, Ron G, Cook ABuchbinder, O., Zodik, I., Ron, G., & Cook, A. (2017). What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving. In A. Leung, & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks: Potential and pitfalls (215-235). Switzerland: Springer.2017
Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachersBuchbinder O, Cook ABuchbinder, O., & Cook, A. (2018). Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachers. In O. Buchbinder and S. Kuntze (Eds.), Mathematics Teachers Engaging with Representations of Practice (pp. 131-154). Springer, Cham.2018
“Who is right?” What students’ and prospective teachers’ responses to scripted dialog reveal about their conceptions of proofBuchbinder OBuchbinder, O. (2018). “Who is right?” What students’ and prospective teachers’ responses to scripted dialog reveal about their conceptions of proof. In R. Zazkis & P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 89- 113), New York, NY: Springer.2018
What can designed reference points in an animated classroom story contribute to support teachers’ study of practice?Chieu VM, Aaron W, Herbst PChieu, V.M., Aaron, W., & Herbst, P. (2018). What can designed reference points in an animated classroom story contribute to support teachers’ study of practice? In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 147-162). Cham, Switzerland: Springer.2018
Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of PracticeHerbst P, Chazan D, Chieu V M, Milewski A, Kosko K, Aaron W,Herbst, P., Chazan, D., Chieu, V. M., Milewski, A., Kosko, K., and Aaron, W. (2016). Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice. In M. Niess, K. Hollebrands, & S. Driskell (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 78-106). Hershey, PA: IGI Global.2016
Technology tools for mathematics teacher learning: How might they support the development of capacity for specific teaching assignments?Herbst P, Chazan D, Milewski A,Herbst, P., Chazan, D., & Milewski, A. (2020). Technology tools for mathematics teacher learning: How might they support the development of capacity for specific teaching assignments? In O. Chapman & S. Llinares (Eds.), Handbook of research in mathematics teacher education (pp. 223-251). Dordrecht, The Netherlands: Sense.2020
Mathematical Reasoning and Proving for Prospective Secondary TeachersBuchbinder O, McCrone S,Buchbinder, O. & McCrone, S.. "Mathematical Reasoning and Proving for Prospective Secondary Teachers," Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, 2018, p. 115.2018
Learning to Notice and Name Students’ Mathematical Strengths: A Digital ExperienceBannister N, Kalinec-Craig C, Bowen D, Crespo S,Bannister, N., Kalinec-Craig, C., Bowen, D., & Crespo, S.. "Learning to notice and name students? mathematical strengths: A digital experience," Journal for Technology and Teacher Education, v.26, 2018, p. 13.2018
On-Ramps to Professional Practice: Selecting and Implementing Digital Technologies for Virtual Field ExperiencesSweeney J, Milewski A, Amidon J,Sweeney, J., Milewski, A., & Amidon, J.. "On-ramps to professional practice: Selecting and implementing digital technologies for virtual field experiences," Contemporary Issues in Technology and Teacher Education, v.18, 2018.2018
Patterns Linking Interpreting and Deciding How to Respond during the Launch of a Lesson: Noticing from an Integrated PerspectiveWieman R, Webel C,Wieman, R. and Webel, C.. "Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective," Mathematics Teacher Education and Development, v.20, 2019.2019
The role of simulations for supporting professional growth: Teachers’ engagement in virtual professional experimentationMilewski A, Herbst P, Bardelli E, Hetrick C,Milewski, A., Herbst, P., Bardelli, E.,* and Hetrick, C.*. "The role of simulations for supporting professional growth: Teachers? engagement in virtual professional experimentation," Journal of Technology and Teacher Education, v.26, 2018, p. 103.2018
Using Simulated Teaching Experiences to Perturb Preservice Teachers’ Mathematics Questioning PracticesWebel C, Conner K,Webel, C., & Conner, K.. "Using simulated teaching experiences to perturb preservice teachers? mathematics questioning practices," Mathematics Teacher Educator, v.6, 2017, p. 9.2017
How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachersLee J, Kim J, Kim S, Lim W,Lee, J., Kim, J-H., Kim, S-M., & Lim, W.. "How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers," Teaching and Teacher Education, v.69, 2018, p. 275.2018
Meet Me in Azul’s Room: Designing a Virtual Field Placement for Learning to Teach MathematicsAmidon J, Chazan D, Grosser-Clarkson D, Fleming E,Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E.. "Meet me in Azul?s room: Designing a virtual field placement for learning to teach mathematics," Mathematics Teacher Educator, v.6, 2017, p. 52.2017
Preservice Teachers’ Questioning: Comparing Platforms for Practice-Based Teacher EducationWeston T, Kosko K, Amador J, Estapa A,Weston, T., Kosko, K., Amador, J. & Estapa, A.. "Preservice Teachers? Questioning: Comparing Platforms for Practice-Based Teacher Education," Journal of Technology and Teacher Education, v.26, 2018, p. 149.2018
Using Technology in Representing Practice to Support Preservice Teachers’ Quality Questioning: The Roles of Noticing in Improving PracticeWalkoe J, Levin DM,Walkoe, J. & Levin, D.M.. "Using Technology in Representing Practice to Support Preservice Teachers? Quality Questioning: The Roles of Noticing in Improving Practice," Journal of Technology and Teacher Education, v.26, 2018, p. 127.2018
Technological supports for practice-based teacher educationChazan D, Herbst P, Fleming E, Grosser-Clarkson D,Chazan, D., Herbst, P., Fleming, E. & Grosser-Clarkson, D.. "Technological supports for practice-based teacher education," Journal of Technology and Teacher Education, v.26, 2018, p. 5.2018
Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experienceBuchbinder OBuchbinder, O.. "Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience," Journal of Technology and Teacher Education, v.26, 2018, p. 33.2018
A study of the quality of interaction among participants in online animation-based conversations about mathematics teachingChieu VM, Herbst P,Chieu, V. M., & Herbst, P.. "A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching.," Teaching and Teacher Education, v.57, 2016, p. 139-149.2016
A Cross-National Study on Pre-service Teachers’ Conceptions of Equitable Mathematics TeachingLee J, Kim J, Lim W, Kim SLee, J., Kim, J., Lim, W., & Kim, S.. "A cross-national study on pre-service teachers? conceptions of equitable mathematics teaching.," Education of Primary School Mathematics,, v.19, 2016, p. 349-360.2016
Celebrating Diversity by Sharing Multiple Solution MethodsLim W, Kim H, Stallings L, Son J,Lim, W., Kim, H., Stallings, L., & Son, J.. "Celebrating diversity by sharing multiple solution methods," The Mathematics Teacher, v.109, 2015, p. 209.2015
Pedagogies of practice and opportunities to learn about classroom mathematics discussionsGhousseini H, Herbst P,Ghousseini, H., & Herbst, P.. "Pedagogies of practice and opportunities to learn about classroom mathematics discussions.," Journal of Mathematics Teacher Education, v.19, 2016, p. 79.2016
Approximating the Practice of Mathematics Teaching: What Learning Can Web-based, Multimedia Storyboarding Software Enable?Herbst P, Chieu VM, Rougee A,Herbst, P., Chieu, V.M., and Rougee, A.. "Approximating the Practice of Mathematics Teaching: What Learning Can Web-based, Multimedia Storyboarding Software Enable?," Contemporary Issues in Technology and Teacher Education, CITE journal, v.14, 2014.2014
What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom?Kosko K, Rougee A, Herbst P,Kosko, K., Rougee, A., and Herbst, P.. "What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom?," Mathematics Education Research Journal, v.26, 2014, p. 459.2014
Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media PlatformChazan D, Herbst P, Grosser-Clarkson D, Fleming E, Walkoe J, Alibegovic E,Chazan D., Herbst P., Grosser-Clarkson D., Fleming E., Walkoe J., Alibegović E. (2018) Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform. In: Silverman J., Hoyos V. (eds) Distance Learning, E-Learning and Blended Learning in Mathematics Education. ICME-13 Monographs. Springer, Cham2018
What StoryCircles Can Do for Mathematics Teaching and Teacher EducationHerbst P, Milewski A,Herbst P., Milewski A. (2018) What StoryCircles Can Do for Mathematics Teaching and Teacher Education. In: Zazkis R., Herbst P. (eds) Scripting Approaches in Mathematics Education. Advances in Mathematics Education. Springer, Cham2018
This material is based upon work supported by the National Science Foundation under Grant DRL-1316241. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.