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Stop-Motion Animation as a Tool for Assessing Preservice Early Childhood and Elementary Teachers’ Understanding of Connections among Mathematical Representations and Computational Algorithms
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, , University of Nebraska–Lincoln, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

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. 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 October 19, 2019 from .

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