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Cited by 46Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesVisual and Cognitive Learning Processes

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Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice

Chieu, Vu Minh, Herbst, Patricio, Weiss, Michael·2011·Journal of the Learning Sciences
DOI 10.1080/10508406.2011.528324
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Abstract

Rich-media representations of teaching using animated cartoons can be effective at stimulating teachers' discussion about practice and hence help them learn productively from one another about their profession. Our research aims to design web-based interactive rich-media virtual settings for teachers to learn to do the practice of teaching. For that purpose, we seek a set of operational design principles that could be used to optimally exploit web-based interactive rich-media technologies. By operational design principles, we mean guidelines that facilitate decision making in the creation of learning conditions. In this article, we report on a study of the effect of embedded animated clips of instructional practice in online interactive forum/chat to support teachers in learning to notice and interpret critical events of classroom interactions. The study showed that both novice and experienced teachers actively participated in discussion and effectively noticed important events of teaching practice. The main findings include the following: (a) Embedding animated representations of teaching in forum/chat, by serving as a common point of reference, helps both novice and experienced teachers effectively notice and discuss noteworthy events in teaching practice; (b) forum suits novice teachers better than chat; and (c) both forum and chat suit experienced teachers in different ways. This study is a critical step in a design-based research agenda toward the building of more complex virtual settings for teacher education.

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Metadata

Authors
Chieu, V. M., Herbst, P., & Weiss, M.
Affiliations
  • University of Michigan (US)
  • Oakland University (US)
Corresponding author
Herbst, Patricio
ORCID
Venue
Journal of the Learning Sciences
Publisher
Informa UK Limited
Published
2011-10
Volume
20
Issue
4
Pages
589-624
ISSN
  • 1050-8406 (ISSN-L)
  • 1532-7809
DOI
10.1080/10508406.2011.528324
OpenAlex
W2001405069
Cited by
46
References
3
Citations by year
2026: 2 · 2025: 2 · 2024: 3 · 2023: 3 · 2022: 2 · 2021: 2 · 2020: 5 · 2018: 3 · 2017: 5 · 2016: 5 · 2015: 4 · 2014: 3 · 2013: 2 · 2012: 2
FWCI
15.39
Type
journal article
Language
en
Open access
closed
Locations
Journal of the Learning Sciences (publishedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
noticing, mathematics teacher education, animated cartoons, online forums, chat, novice and experienced teachers, classroom interaction, teacher noticing

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