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Advisor(s)
Abstract(s)
This study aims to understand the potential of a multimedia case in mathematics education for developing prospective teachers' knowledge of inquiry-based mathematics teaching and instructional
communication that supports it. The multimedia case called "Cube with stickers" was developed in the P3M project - Professional Practices of Mathematics Teachers, by Helia Oliveira, Ana Paula Canavarro and Luis Menezes. The multimedia case combines several artifacts, such as videos from a primary school mathematics classroom, audio recordings of interviews with the teacher, lesson plan,
mathematical tasks, students’ responses, class verbal interactions and theoretical texts, to represent an inquiry-based mathematics teaching practice. The study took place in the context of a pre-service
training course entitled "Mathematical Communication", which is located in the final year of an undergraduate course that qualifies students to enter a professional master's degree program for prospective primary school teachers. In this study, prospective teachers (N=15) participated, most of
them female, aged between 20 and 23. Considering the intended objective, the study applied a qualitative methodology, and the data were obtained from the following sources: (i) students' answers
to questions posed through the multimedia case: and (ii) written reflections (both were conducted in
groups of 2/3 students). The results show that the multimedia case contributed to the growth of students' knowledge about inquiry-based mathematics teaching, the conceptualization of communication that supports it, and about the teacher's actions and communication styles.
Description
Keywords
Multimedia cases Mathematics Communication Teachers' knowledge Prospective school teachers
Citation
Menezes, L., & Costa, A. M. (2021). Developing knowledge of prospective primary teachers about mathematics teaching by the use of a multimedia case. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.). Proceedings of EDLLEARN 21 Conference (pp. 2187-2193). IATED. doi: doi.org/10.21125/edulearn.2021
Publisher
nternational Academy of Technology, Education and Development (IATED)