Designing case-based hypermedia for developing understanding of children's mathematical reasoning

  • Koehler M
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Despite the growingpopularityof case-basedhypermediaapproachesfor teachers' professionaldevelopment,thereseemstobelittleagreementaboutsuchfundamental issues as the natureof a case. I examine 2 visions of what constitutesan effective hypermediacaseforteachers'professionaldevelopment.In 1view,casesareepisodes of classroomteachingandlearningthatareusedto exemplifythebig ideasof a domain. In the second view, cases are narrativesthat structurethe episodes to tell stories of classroomteachingandlearning.This latterview highlightsthe historyanddevelop- mentof learningandthecausalrelationsbetweenepisodes.Toexaminethedifferent learningaffordedby these 2 views of case I developed2 hypermediatools to help preserviceteachersunderstandmeasurementpedagogy in elementaryschool class- rooms. One of the hypermediatools affordedaccess to episodes only. The otherin- cluded the same episodes but enhancedinstructionwith additionalnarrativecases. Twelvepreserviceteachersstudiedwiththeepisode-onlytool, and12studiedwiththe narrative-enhancetdool.Changesinparticipantsk'nowledgeaboutmeasurementand aboutnormsof teachingpractice,andtheirknowledge-in-action(analysisof student work), were tracked.Access to narrativecases affordedgreateropportunitiesfor preserviceteachersto orchestrateknowledge and apply it to an analysis of student work.

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  • Matthew J. Koehler

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