Supporting Preservice Teachers' Ability to Anticipate in Secondary Mathematics: A Comparison of Animations and Video

• In Event: Teacher Perceptions and Moves in Mathematics Classrooms

Abstract

In this study preservice secondary mathematics teachers were randomly assigned to view a vignette from a geometry classroom in one of three formats: a live-action video, an animation with a nondescript character set, or an animation with individuated characters. Participants were asked to propose what the teacher should do next. We coded the stories for proposed teacher actions and looked for evidence that the condition influenced the content of the stories. In particular, we found significant differences in favor of the animation conditions respecting the proposal that the teacher might interact with the students or explain some of the mathematical concepts at stake. We discuss implications about the affordances of animated as opposed to live-action depictions of instruction.

Authors

• Ander Willard Erickson, University of Michigan

• Patricio G. Herbst, University of Michigan - Ann Arbor