Child, Youth, and Family Studies, Department of
Stop-Motion Animation as a Tool for Assessing Preservice Early Childhood and Elementary Teachers’ Understanding of Connections among Mathematical Representations and Computational Algorithms.
Document Type
Article
Date of this Version
2019
Citation
Thomas, A., & Buchheister, K. (2019). Stop-Motion Animation as a Tool for Assessing Preservice Early Childhood and Elementary Teachers’ Understanding of Connections among Mathematical Representations and Computational Algorithms. Proceedings of the Society for Information Technology & Teacher Education. Las Vegas, NV, USA: SITE.
In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2230-2236). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 15, 2019 from https://www.learntechlib.org/primary/p/207958/.
Abstract
This paper describes ways in which stop-motion animation can be used to assess preservice teachers’ (PSTs’) understanding of mathematics concepts and procedures. The study draws from research literature about computational fluency, mathematical representations, and stop-motion animation as an educational tool. The study took place in two mathematics methods courses for early childhood and elementary PSTs. Thirty-five PSTs used stop-motion animations to demonstrate their understanding of computational strategies and connected mathematical representations. Preliminary findings suggest that stop-motion animation is a promising tool for revealing PSTs’ understanding and for supporting them in connecting computational algorithms and mathematical representations. Thomas, A. & Buchheister, K. (2019). Stop-Motion Animation as a Tool for Assessing Preservice Early Childhood and Elementary Teachers’ Understanding of Connections among Mathematical Representations and Computational Algorithms.
Comments
© 2019 Association for the Advancement of Computing in Education (AACE)