International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics
APA
In-text citation: (Kosko, 2022)
Reference: Kosko, K. W. (2022). Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics. International Electronic Journal of Mathematics Education, 17(4), em0706. https://doi.org/10.29333/iejme/12310
AMA
In-text citation: (1), (2), (3), etc.
Reference: Kosko KW. Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics. INT ELECT J MATH ED. 2022;17(4), em0706. https://doi.org/10.29333/iejme/12310
Chicago
In-text citation: (Kosko, 2022)
Reference: Kosko, Karl W.. "Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0706. https://doi.org/10.29333/iejme/12310
Harvard
In-text citation: (Kosko, 2022)
Reference: Kosko, K. W. (2022). Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics. International Electronic Journal of Mathematics Education, 17(4), em0706. https://doi.org/10.29333/iejme/12310
MLA
In-text citation: (Kosko, 2022)
Reference: Kosko, Karl W. "Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0706. https://doi.org/10.29333/iejme/12310
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kosko KW. Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics. INT ELECT J MATH ED. 2022;17(4):em0706. https://doi.org/10.29333/iejme/12310

Abstract

Professional teacher noticing is a key skill in preparing future elementary mathematics teachers, with the goal of increasing the specificity and sophistication of noticing children’s mathematical reasoning. One common effort scholars have engaged to improve teachers’ professional noticing is to improve the quality of representation. Recently, various scholars have found that extended reality based representations, such as 360 video and virtual reality, positively affect teachers’ noticing by increasing the realism (via perceptual capacity). The present study explored the use of holographic representations to determine whether the increased perceptual capacity afforded by an ability to “lean in” and observe children’s mathematics affected professional noticing. Findings and results provide preliminary support for this medium.

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