Wendy Rose Aaron

• Doctor of Philosophy
• Instructor at Lane Community College

The notion of reference point has been proposed by Wise, Padmanabham, and Duffy to allude to artifacts shared in an online learning experience and that participants might refer to as they interact online. Representations of instructional practice in the forms of video records, animations, and so on, are examples of such reference points that have b...

Inside the discipline, mathematical work consists of the interplay between stating and refining conjectures and attempting to prove those conjectures. However, the mathematical practices of conjecturing and proving are traditionally separated in high school geometry classrooms, despite some research showing that students can successfully navigate t...

Mathematics education researchers in several recent projects have used psychometric models to develop measures of newly conceptualized domains of content knowledge for teaching. In this study, we conducted a retrospective analysis across four projects to investigate the interactive process of domain conceptualization and measure design. Our analysi...

This chapter focuses on how digital technologies provide affordances for Practice-Based Mathematics Teacher Education (PBMTE) and maps needed research on technologically mediated teacher education. The chapter elaborates on Grossman’s pedagogies of practice, describing how they can be enacted in digital environments. Using LessonSketch as a prototy...

Background: This paper reports on a study examining teachers’ perceptions of students they observed in an animated episode and who were engaged in the work of making conjectures in a geometry classroom. We examined eight conversations among subsets of 29 experienced geometry teachers with respect to how they described students and the mathematical...

We compared effects of video and animated representations of teaching practice among teacher candidates. Sixty-one participants completed a questionnaire rating the representation in terms of its genuineness and its effectiveness enabling users to project to it their own experiences, to reflect, to conceive of alternative actions, and to notice asp...

Using a multimedia questionnaire we explore the extent to which secondary mathematics teachers recognize a hypothesized norm of doing proofs in geometry???that the teacher is in charge of providing the 'given' and the 'prove.' We also explore whether teachers who recognize the norm make a negative appraisal of its breach and find that geometry teac...

We examined the effect of reference to critical events in an animated classroom story on the quality of teachers??? comments in an online learning experience. We analyzed data using systemic functional linguistics and logistic regression. We found statistically significant evidence that participants made more reflective and evaluative comments and...

This paper examines the correlation between critical events in an animated classroom episode in geometry, which we take as an example of reference points, and the nature of teacher learners’ comments within an online learning experience.

This chapter describes how the authors have utilized digital graphics and Web 2.0 technologies to de- sign an information technology environment, LessonSketch. In LessonSketch teachers can learn about mathematical practice in instruction through the transaction of representations of practice. The authors describe the main features of LessonSketch,...

This chapter describes how the authors have utilized digital graphics and Web 2.0 technologies to design an information technology environment, LessonSketch. In LessonSketch teachers can learn about mathematical practice in instruction through the transaction of representations of practice. The authors describe the main features of LessonSketch, it...

We inspect the hypothesis that geometry students may be oriented toward how they expect that the teacher will evaluate them as students or otherwise oriented to how they expect that their work will give them opportunities to do mathematics. The results reported here are based on a mixed-methods analysis of twenty-two interviews with high school geo...

This is the discussion document for the 2012 meeting of the Working Group on Representations of Practice and their use in Teacher Education at PMENA

teacher education, technology, representations of practice, teaching, mathematics, comics, cartoon, animation, pedagogy, cases

This study aims to understand the student???s position in instruction. I conceptualize instruction as interactions between the teacher, students, and mathematics, in educational environments (Cohen, Raudenbush & Ball, 2003; Lampert, 2001). In the three manuscripts contained in this dissertation, I look at the position (Harr?? & van Langenhove, 1999...

NSF grant ESI-0353285 http://deepblue.lib.umich.edu/bitstream/2027.42/62487/1/PHetal-gesture-web.pdf