Enhancing Preservice Teachers' Use of Dialogic Teaching and Dynamic Visualizations in Mathematics Classes: Bridging the Knowing-Doing Gap
Saved in:
| Title: | Enhancing Preservice Teachers' Use of Dialogic Teaching and Dynamic Visualizations in Mathematics Classes: Bridging the Knowing-Doing Gap |
|---|---|
| Language: | English |
| Authors: | Ying Zhang (ORCID |
| Source: | International Journal of Science and Mathematics Education. 2025 23(6):1793-1823. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Teaching Methods, Dialogs (Language), Visualization, Mathematics Education, Preservice Teacher Education, Theory Practice Relationship, Mathematics Teachers, Technology Uses in Education, Educational Technology, Knowledge Base for Teaching, Technology Integration, Computer Software, Reflective Teaching |
| DOI: | 10.1007/s10763-025-10558-7 |
| ISSN: | 1571-0068 1573-1774 |
| Abstract: | Talking productively with students and sufficiently integrating technology into mathematics classrooms have long been regarded as two hurdles for mathematics teachers. To enhance preservice mathematics teachers' dialogic teaching skills and integration of GeoGebra-scaffolded dynamic visualizations, this study proposed and examined the effectiveness of a video-based professional development (PD) approach supported by a digital platform called Classroom Discourse Analyzer. Adopting the QUAL-quan method, one preservice teacher was selected as a representative case. The results showed that the PD approach effectively improved the preservice teacher's declarative knowledge and teaching practice of using lower-order talk moves. The preservice teacher's self-awareness and self-reflection on dialogic teaching informed her future practices. Furthermore, the preservice teacher was able to integrate GeoGebra-scaffolded dynamic visualizations into the instructions with different pedagogical decisions, reflecting how she reacted to student errors and the affordances and constraints of dynamic visualizations. This study suggests that the theoretically robust PD approach can serve as pioneering work in simultaneously promoting dialogic teaching and GeoGebra-scaffolded dynamic visualizations among preservice mathematics teachers. It also demonstrates the potential of integrating digital technologies to design hybrid PD programs to enhance preservice teachers' self-reflection and facilitate improvement in their future teaching practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492768 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Talking productively with students and sufficiently integrating technology into mathematics classrooms have long been regarded as two hurdles for mathematics teachers. To enhance preservice mathematics teachers' dialogic teaching skills and integration of GeoGebra-scaffolded dynamic visualizations, this study proposed and examined the effectiveness of a video-based professional development (PD) approach supported by a digital platform called Classroom Discourse Analyzer. Adopting the QUAL-quan method, one preservice teacher was selected as a representative case. The results showed that the PD approach effectively improved the preservice teacher's declarative knowledge and teaching practice of using lower-order talk moves. The preservice teacher's self-awareness and self-reflection on dialogic teaching informed her future practices. Furthermore, the preservice teacher was able to integrate GeoGebra-scaffolded dynamic visualizations into the instructions with different pedagogical decisions, reflecting how she reacted to student errors and the affordances and constraints of dynamic visualizations. This study suggests that the theoretically robust PD approach can serve as pioneering work in simultaneously promoting dialogic teaching and GeoGebra-scaffolded dynamic visualizations among preservice mathematics teachers. It also demonstrates the potential of integrating digital technologies to design hybrid PD programs to enhance preservice teachers' self-reflection and facilitate improvement in their future teaching practices. |
|---|---|
| ISSN: | 1571-0068 1573-1774 |
| DOI: | 10.1007/s10763-025-10558-7 |
