Abstract
The notion of reference point has been proposed by Wise, Padmanabham, and Duffy to allude to artifacts shared in an online learning experience and that participants might refer to as they interact online. Representations of instructional practice in the forms of video records, animations, and so on, are examples of such reference points that have been useful in teacher education. Each classroom episode, however, can be seen to contain many different events, and audiences seem to respond differently to different events. To investigate what varies as participant attend to different events, we propose a refinement of the definition by Wise, Padmanabham, and Duffy, calling the whole artifact a reference object and saving the expression reference point for subsets of a reference object. The study reported in this chapter provides evidence that use of an animated classroom story, as a reference object, with breaches of instructional norms installed in it, as reference points, is associated with the presence of comments of high quality—measured by the presence of markers of evaluation of and reflection on actions of teaching as well as proposal of alternative actions of teaching in the comments—from teachers.
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Notes
- 1.
We do not argue here about the value of providing the ‘givens’ and the ‘prove;’ we only assert that this practice appears to be normative, from a researcher’s perspective.
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Acknowledgments
The work reported in this paper is supported by NSF grants ESI-0353285 and DRL-0918425 to Patricio Herbst. Opinions expressed here are the sole responsibility of the authors and do not necessarily reflect the views of the Foundation.
Part of the work reported in this chapter was presented at the 2013 Annual Meeting of the American Educational Research Association in San Francisco, CA.
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Chieu, V.M., Aaron, W.R., Herbst, P. (2018). How Can Designed Reference Points in an Animated Classroom Story Support Teachers’ Study of Practice?. In: Zazkis, R., Herbst, P. (eds) Scripting Approaches in Mathematics Education . Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-62692-5_7
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