This research and development project is premised on the notion that recent technological developments have made it feasible to represent classroom work in new ways. In addition to watching recorded videos of classroom interactions or reading written cases, teacher educators and teachers can now watch animations and image sequences, realized with cartoon characters, and made to depict activities that happened, or could have happened, in a mathematics classroom.
- Herbst, P., Chazan, D., & Milewski, A. (2020). Technology Tools for Mathematics Teacher Learning: How Might They Support the Development of Capacity for Specific Teaching Assignments? In S. Llinares & O. Chapman (Eds.), International Handbook of Mathematics Teacher Education. 2nd Edition. Volume 2: Tools and Processes in Mathematics Teacher Education (pp. 223-251). Leiden: Brill-Sense.*
- Chazan, D., Herbst, P., Grosser-Clarkson, D., Fleming, E., Walkoe, J., & Alibegović, E. (2018). Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform. In V. Hoyos, & J. Silverman, Distance Learning, E-Learning and Blended Learning of Mathematics: Advances in the Research of Distance Mathematics Education Mediated by Technology (pp. 201-220). New York: Springer.*
- Olsher, S., Yerushalmy, M., & Chazan, D. (2016). How might the use of technology in formative assessment support changes in mathematics teaching? For the Learning of Mathematics, 36(3), 11–18.
- Herbst. P. & Chazan, D. (2015). Studying Professional Knowledge Use in Practice Using Multimedia Scenarios Delivered Online. International Journal of Research and Method in Education, 38(3). 272-287.*
- Chazan, D., Herbst, P. & Clark, L. (2016). Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics Instruction. In D. Gitomer & C. Bell (Eds.), Handbook of Research on Teaching (Fifth Edition, pp. 1039-1097). Washington, DC: American Educational Research Association.*