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

Terri Kurz, Ivana Batarelo Kokic

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)23-29
Number of pages7
JournalJournal of Digital Learning in Teacher Education
Volume29
Issue number1
DOIs
StatePublished - Sep 1 2012

Keywords

  • preservice teachers
  • technology use
  • tool-based instruction
  • video cases

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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