Advertisement

Considering What We Want to Represent

  • Daniel ChazanEmail author
Chapter
  • 318 Downloads
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

Both the fields of mathematics teacher education and research on mathematics teachers have been making extensive use of representations of teaching, whether through written cases, video clips of actual practice, or a range of designed representations (like storyboards or animations with cartoon characters, e.g., Chazan and Herbst in Teachers Coll Rec 114(3):1–34, 2012). This reflection on the contributions to this monograph suggests that as mathematics educators continue to grapple with what representations of teaching are and might be, we give greater attention to the objects to which these representations, as signs, refer.

Keywords

Representations of teaching Mathematics teacher education Research on teaching 

References

  1. Buchbinder, O & Cook, A. (this volume). Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachers. In O. Buchbinder & S. Kuntze (Eds.), Mathematics teachers engaging with representations of practice. New York: Springer.Google Scholar
  2. Chazan, D., & Herbst, P. (2012). Animations of classroom interaction: Expanding the boundaries of video records of practice. Teachers College Record, 114(3), 1–34.Google Scholar
  3. Chazan, D., Herbst, P., Grosser-Clarkson, D., & Fleming, E. (2018). Describing curricular materials for mathematics teacher education in an online, rich media platform. In V. Hoyos & J. Silverman (Eds.), Distance learning, e-learning and blended learning of mathematics: Advances in the research of distance mathematics education mediated by technology. New York: Springer.Google Scholar
  4. Friesen, M., & Kuntze, S. (this volume). Competence assessment with representations of practice in text, comic and video format. In O. Buchbinder & S. Kuntze (Eds.), Mathematics teachers engaging with representations of practice. New York: Springer.Google Scholar
  5. Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.Google Scholar
  6. Hall, R. (2000). Video recording as theory. In A. Kelley & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 647–664). Mahwah, NJ: Erlbaum.Google Scholar
  7. Herbst, P., Aaron, W., & Erickson, A. (2013). How preservice teachers respond to representations of practice: A comparison of animations and video. Unpublished manuscript. University of Michigan. https://deepblue.lib.umich.edu/handle/2027.42/97424. Accessed on July 11, 2017.
  8. Herbst, P., Chazan, D., Chen, C., Chieu, V. M., & Weiss, M. (2011). Using comics-based representations of teaching, and technology, to bring practice to teacher education courses. ZDM Mathematics Education, 43(1), 91–103.CrossRefGoogle Scholar
  9. Herbst, P., Chazan, D., Chieu, V. M., Milewski, A., Kosko, K. W., & Aaron, W. R. (2016). Technology-mediated mathematics teacher development: Research on digital pedagogies of practice. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 78–106). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0120-6.ch004.
  10. Herbst, P., & Kosko, K. (2013). Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: A comparison of responses to animations and videos. Journal of Mathematics Teacher Education, 17(6), 515–537.CrossRefGoogle Scholar
  11. Hoth, J., Kaiser, G., Döhrmann, M., König, J., & Blömeke, S. (this volume). A situated approach to assess teachers’ professional competencies using classroom videos. In O. Buchbinder & S. Kuntze (Eds.), Mathematics teachers engaging with representations of practice. New York: Springer.Google Scholar
  12. Koellner, K., Seago, N., & Jacobs, J. (this volume). Representations of practice to support teacher instruction: Video case mathematics professional development. In O. Buchbinder & S. Kuntze (Eds.), Mathematics teachers engaging with representations of practice. New York: Springer.Google Scholar
  13. Samková, L. (this volume). Concept cartoons as a representation of practice. In O. Buchbinder & S. Kuntze (Eds.), Mathematics teachers engaging with representations of practice. New York: Springer.Google Scholar
  14. Zazkis R. & Herbst, P. (2018). Scripting approaches in mathematics education: Mathematical dialogues in research and practice. New York: Springer. https://doi.org/10.1007/978-3-319-62692-5.

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.University of MarylandCollege ParkUSA

Personalised recommendations