RUME 14 (Volume 4)
2011
Portland, Oregon
USING ANIMATIONS OF TEACHING TO PROBE THE DIDACTICAL CONTRACT IN COMMUNITY COLLEGE MATHEMATICS
Page: 160
Representations of teaching can be seen not only as cases of practice but also as probes on the rationality that practitioners use as they teach (Herbst & Chazan, 2003). Herbst and Chazan have developed a new kind of representation of teaching-animations of classroom scenarios, deliberately designed to probe some of the unspoken norms of classroom practice. Herbst and Miyakawa (2008) provided some details of how those animations are produced to be prototypes of models of instructional situations: Instructional situations are identified and modeled by hypothesizing the norms or tacit responsibilities of classroom participants in a situation, then scenarios are created that fulfill some of those norms but breach others; finally those scenarios are prototyped in a cartoon animation. Herbst, Nachlieli, and Chazan (in press) have shown how such animations can elicit data that informs about the rationality of teaching.