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- W2118030982 abstract "Mathematics teaching and learning are inherently complex practices, and we continue to see reports that suggest that American teachers are not as successful at teaching mathematics as we might hope (e.g., Gonzales, et al., 2004). In this article, we explore how a seemingly ubiquitous new technology—the personal audio/video player—just might help teachers improve mathematics teaching and learning. This article explores how the video iPodTM, new on the technological frontier in teacher education, can be utilized to support teachers’ learning in and from teaching practice. We begin by outlining affordances and limitations of various video-based technologies that have been used in mathematics teacher education over the last two decades. We then provide an illustrative case in which video iPodsTM have been employed in a longitudinal professional development initiative designed to help 5th to 9th grade teachers improve their practices in teaching algebraic thinking to English Language Learners (ELLs). Herein we report how teachers use the iPodTM and what it enables them to do, and share our preliminary findings that suggest personal audio/video players can foster both greater autonomy in professional learning and greater participation in more rigorous professional development discussions, thereby creating increased opportunities for" @default.
- W2118030982 created "2016-06-24" @default.
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- W2118030982 date "2008-10-01" @default.
- W2118030982 modified "2023-09-27" @default.
- W2118030982 title "Amplifying Autonomy and Collective Conversation: Using Video iPods[TM] to Support Mathematics Teacher Learning." @default.
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