Bridging the Knowing and Doing: Preservice Teachers’ Dialogic Teaching in Dynamic-Visualization-Mediated Mathematics Classes

• In Event: Reflecting on Preservice Teachers' Journey for Justice

Abstract

This study proposed a video-based visual-dialogic professional development (PD) approach for mathematics preservice teachers (PSTs) and examined the effectiveness of dialogic teaching in dynamic-visualization-mediated classes. One PST was selected as a representative case from the ongoing large-scale research project. The results showed that the PD approach was effective in advancing both the PST’s knowledge and skills in dialogic teaching. The PST’s self-reflection informed her future practices, helping bridge the discrepancy between knowing and doing. Moreover, the teacher could strategically integrate GeoGebra-supported dynamic visualization (DV) into teaching to realize a transformation from teacher-knowing to student-self-creating. More participatory opportunities provided teachers and students with a democratic teaching and learning maker space grounded on this constructivist PD approach. Pedagogical implications are discussed accordingly.

Authors

• Ying Zhang, University of Hong Kong

• Jieting Jerry Xin, The University of Hong Kong

• Zixiang Yu, University of Edinburgh

• Yu Liu, Southwest University

• Wenjun Zhao, Sichuan Normal University

• Na Li, Central China Normal University

• Gaowei Chen, University of Hong Kong