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Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice


by Daniel Chazan & Patricio Herbst - 2012


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Cite This Article as: Teachers College Record Volume 114 Number 3, 2012, p. 1-34
https://www.tcrecord.org ID Number: 16319, Date Accessed: 1/21/2020 12:10:48 PM
 
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About the Author
  • Daniel Chazan
    University of Maryland
    E-mail Author
    DANIEL CHAZAN is an associate professor of mathematics education at the University of Maryland interested in resources that the sociology, history, and philosophy of mathematics provide for conceptualizing mathematics teaching as a societal endeavor and a social practice. As a result of an atypical clinical faculty position at Michigan State University (where Chazan was on faculty from 1990 to 2002), and supported by a postdoctoral fellowship from the National Academy of Education, in 2000, he published Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (Teachers College Press). An edited volume, Embracing Reason: Egalitarian Ideals and High School Mathematics Teaching (Taylor Francis, 2007), follows up on the earlier book and concentrates on the long-term Professional Development School relationship between the Holt High School Mathematics Department and Michigan State University.
  • Patricio Herbst
    University of Michigan
    PATRICIO HERBST is an associate professor of mathematics education at the University of Michigan, where he does research on the teaching of mathematics. He is interested in how mathematics is represented through teaching and how teachers justify instructional decisions that might affect the nature of the knowledge they extend to students. With the support of an early career award from the National Science Foundation, he has written on the teaching and learning of geometry in high schools, building on theoretical resources from epistemology, sociology, and didactics of mathematics. Herbst’s current research includes the design of representations of teaching and their use as tools to investigate and develop teachers’ rationality. Recent publications include the article “Seeing a Colleague Encourage a Student to Make an Assumption While Proving: What Teachers Put to Play in Casting an Episode of Geometry Instruction” published in the Journal for Research in Mathematics Education, 40(4), 427–459, and the article “Using Comics-based Representations of Teaching, and Technology, to Bring Practice to Teacher Education Courses” published in ZDM—The International Journal of Mathematics Education, DOI 10.1007/s11858-010-0290-5.
 
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