The Visualization, Interaction, and Reasoning Lab is excited to share our research at the upcoming annual conference of the International Society of the Learning Sciences (June 10-15, 2023). Each of our current research projects will be represented:
Exploring Changes within a Cross-Context Community (Poster Presentation)
Sun Jung Choi, Azadeh Javaherpour, Marta Kobiela (ARIM Project)
Abstract: Cross-context communities can benefit teachers by learning from different practices across schools, but such communities may be challenging to establish. This study examined how one cross-context mathematics teacher community consisting of elementary and secondary teachers evolved over two years. Preliminary findings suggested three changes in teacher interactions in the cross-context community: 1) with whom teachers interacted, 2) how they interacted with one another, and 3) what topics they discussed.
Examining Preservice Mathematics Teachers’ Instructional Moves in Promoting Student Agency (Poster Presentation)
Martin Ako, Marta Kobiela (Supporting Prospective Teachers to Engage Students in Constructing and Reasoning about Mathematical Definition Project)
Abstract: This study investigated how elementary math novice teachers (NTs) promoted student agency as they practiced enacting a lesson to engage students in the mathematical practice of defining. We conducted an interaction analysis of video recordings of two NTs’ rehearsals to understand how NTs’ instructional moves promoted or truncated students’ agency. The results highlight ways in which NTs enacted contradictory moves as they attempted to promote students’ agency and suggest where NTs might need support.
Comparing Teacher Educator and Novice Teachers’ Frames in Making Sense of Feedback during Rehearsals (Short Paper Presentation)
Marta Kobiela, Zhikun Zhang and Enista Sharonne Chiniah (Examining the Development of Facilitation Practices and Noticing of Coaches of Prospective Mathematics Teachers Project)
Abstract: In this study, we compared the frames that a teacher educator (TE) and preservice novice teachers (NTs) within a math teaching course used to interpret feedback that the TE provided during rehearsals. We conducted video-elicited interviews with the TE and two NTs in which they watched excerpts of TE feedback from a rehearsal video to understand: a) how the TE and the NTs described the problems of practice (PoP) that the TE feedback focused on and b) the frames the TE and the NTs used to interpret those PoP. We present two major differences in the types of frames that participants drew upon to describe the PoP. Our results highlight the importance of considering the frames that NTs may bring to rehearsals.
We wish all presenters all the best in their presentations!