This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction by investigating how preservice teachers' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2019) Preservice teachers’ noticing in the context of 360 video. In the S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 1167-1171). St. Louis, MO: University of Missouri.*
- Kosko, K. W., & Herbst, P. G. (2012). A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk. Teaching and Teacher Education, 28(4), 589-598.*
- Estapa, A., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.*
- Weston, T., Kosko, K. W., Amador, J., & Estapa, A. (2018). Prospective teachers’ questioning: Comparing platforms for practice-based teacher education. Journal of Technology and Teacher Education, 26(1), 149-172.*
- Kosko, K. W., Rougee, A., & Herbst, P. (2014). What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? Mathematics Education Research Journal, 26(3), 459-476.*