Date of Award

1-23-2018

Document Type

Thesis and Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Mathematics

First Advisor

Edward S. Mooney

Abstract

In this study, I attempt to examine the nature of pedagogical content knowledge (Shulman, 1986) that teachers exhibit while observing computer-animated animations that bring up pedagogical issues in the classroom. In-service teachers were asked to view different animations and react to different prompts about the animations. Later, teachers were interviewed to prompt more discussion of pedagogical issues with the intention of clarifying their stance and their knowledge of pedagogy. The computer animations were utilized as a surrogate for classroom teaching, highlighting issues that could be otherwise overlooked during live teaching observation.

Comments

Imported from ProQuest Duni_ilstu_0092E_11121.pdf

DOI

http://doi.org/10.30707/ETD2019.Duni.D

Page Count

205

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