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Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education

Artigo2022

Amanda M. Brown; Patricio G. Herbst; Kristi Hanby

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Resumo

To leverage pedagogies of approximation to improve teacher education, educational researchers must first tackle the methodological question, "How can we determine the potential of pedagogies of approximation for supporting the growth of prospective teachers' knowledge and practices for teaching?" In this paper, we offer a model called the Dual Action Cycles of Approximations of Practice for identifying the pedagogical practices made available to pre-service teachers within various approximations of practice and describe its use to empirically investigate the potential of Story"Circles"--a facilitated process of collaboratively representing a lesson using a multimedia storyboarding tool. We illustrate ways the model was used to make observations of pre-service teachers during Story"Circles." A key feature of the model is that it provides a bi-focal perspective on both the preactive and interactive phases of teaching, which help bring into focus the interdependent nature of these two phases. We close by suggesting that the development of new forms of approximation needs to be accompanied by research frameworks capable of investigating the potential of these various innovations.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teacher Education and Development
Ano
2022
Idioma
en
Palavras-chave
Mathematics Teachers; Preservice Teacher Education; Teaching Methods; Multimedia Instruction; Experiential Learning; Scripts; Visualization; Persuasive Discourse; Mathematics Instruction; Formative Evaluation; Feedback (Response)
Temas
Formação de Professores de Matemática
ISSN
1442-3901
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BROWN, Amanda M.; HERBST, Patricio G.; HANBY, Kristi. Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education. Mathematics Teacher Education and Development, 2022. Disponível em: https://eric.ed.gov/?id=EJ1379961. Acesso em: 5 nov. 2026.

APA

Brown, A. M., Herbst, P. G., & Hanby, K. (2022). Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1379961

BibTeX
@article{brown2022,
  author = {Brown, Amanda M. and Herbst, Patricio G. and Hanby, Kristi},
  title = {Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education},
  year = {2022},
  journal = {Mathematics Teacher Education and Development},
  url = {https://eric.ed.gov/?id=EJ1379961},
  language = {en}
}
RIS
TY  - JOUR
AU  - Brown, Amanda M.
AU  - Herbst, Patricio G.
AU  - Hanby, Kristi
TI  - Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education
PY  - 2022
JO  - Mathematics Teacher Education and Development
UR  - https://eric.ed.gov/?id=EJ1379961
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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