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Abstract

Despite the growing popularity of case-based hypermedia approaches for teachers professional development, there seems to be little agreement about such fundamental issues as the nature of a case. I examine 2 visions of what constitutes an effective hypermedia case for teachers professional development. In 1 view, cases are episodes of classroom teaching and learning that are used to exemplify the big ideas of a domain. In the second view, cases are narratives that structure the episodes to tell stories of classroom teaching and learning. This latter view highlights the history and develop- ment of learning and the causal relations between episodes. To examine the different learning afforded by these 2 views of case I developed 2 hypermedia tools to help preservice teachers understand measurement pedagogy in elementary school class- rooms. One of the hypermedia tools afforded access to episodes only. The other in- cluded the same episodes but enhanced instruction with additional narrative cases. Twelve preservice teachers studied with the episode-only tool, and 12 studied with the narrative-enhanced tool. Changes in participants knowledge about measurement and about norms of teaching practice, and their knowledge-in-action (analysis of student work), were tracked. Access to narrative cases afforded greater opportunities for preservice teachers to orchestrate knowledge and apply it to an analysis of student work.

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APA

Koehler, M. J. (2002). Designing case-based hypermedia for developing understanding of children’s mathematical reasoning. Cognition and Instruction. Lawrence Erlbaum Associates Inc. https://doi.org/10.1207/S1532690XCI2002_2

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