Design and Implementation of Immersive Representations of Practice

许多研究人员已经证明，很大一部分职前教师（pst）在教授分数和乘法/除法方面表现出较低的专业知识。使用实践的表现形式（即视频、动画）和伴随的注释技术，可以有效地提高这些专业知识，但pst在课堂场景中继续表现出对特定数学的关注或注意缺乏准确性。幸运的是，一种新的技术，360度视频，已经成为一种培训新手进行专业实践的手段。本项目将探讨在数学教学中使用360度视频弥合理论与实践之间差距的潜在积极和消极影响。具体而言，pst表现出难以将大学课堂上学到的显性知识与专业实践中的隐性专业知识综合起来。该技术的初步试验结果表明，pst对数学的特别关注。该项目的目的是调查如何使用沉浸式视频技术和注释（技术嵌入式支架）促进pst的隐性和显性专业知识。为了做到这一点，该项目将检查pst在观看360度视频时的位置和内容，包括在教室中的单个点和通过在同一班级中合并多个摄像机视角。此外，该项目将研究应用于360度视频的注释技术的作用以及注释技术变化的潜力。研究结果将有助于更好地理解教师教育者如何支持pst的隐性和显性教学知识。该项目将公开视频体验，并在项目中使用平台来创建这些视频体验，供教师教育者使用、创建和分享360度视频体验。该项目将研究实践表征如何促进职前教师在教学分数和乘法/除法方面的专业知识。该项目将：考察单一视角与多重视角对pst专业知识的影响；研究教师如何在沉浸式视频体验中使用注释技术，以及它对教师在分数和乘法/除法教学中的专业知识的影响；为教师和教育工作者设计一个平台，让他们创造自己的360度沉浸式视频体验。采用迭代设计研究过程，项目团队将在3-5年级的教室中开发和试点单视角和多视角360度视频体验，包括开发一个计算机程序来加入多个360度视频。他们还将开发一个注释工具，允许PSTs注释单视角和多视角360视频体验。采用融合混合方法设计，项目团队将对教学数学知识的前后数据进行多元回归分析定量数据，并对pst报告沉浸和观看视频的调查数据进行分析，以比较单视角和多视角360度视频数据。他们还将定性地分析由眼动追踪生成的热图、来自PSTs注意提示的书面回复，以及来自实施的现场笔记，以检验单一视角与多个视角的影响。该团队将使用类似的方法来检查pst如何使用注释技术及其效果。研究成果和平台将得到广泛传播。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Various researchers have documented that a large proportion of preservice teachers (PSTs) demonstrate less sophisticated professional knowledge for teaching both fractions and multiplication/division. Use of representations of practice (i.e., video, animation), and accompanying annotation technology, are effective in improving such professional knowledge, but PSTs continue to demonstrate a lack of precision in attending to or noticing particular mathematics in classroom scenarios. Fortunately, a new technology, 360-degree video, has emerged as a means of training novices for professional practice. This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction. Specifically, PSTs demonstrate difficulty in synthesizing explicit knowledge learned in the college classroom with tacit professional knowledge situated in professional practice. The initial pilot of the technology resulted in PSTs demonstrating specific attention to the mathematics. The purpose of the project will be to investigate how PSTs' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations (technologically embedded scaffolds). To do this, the project will examine where and what PSTs attend to when viewing 360-degree videos, both at a single point in the classroom and through incorporating multiple camera-perspectives in the same class. Additionally, the project will examine the role of annotation technology as applied to 360-degree video and the potential for variations in annotation technology. Findings will allow for an improved understanding of how teacher educators may support PSTs' tacit and explicit knowledge for teaching. The project will make video experiences publicly available and the platform used in the project to create these video experiences for teacher educators to use, create, and share 360-degree video experiences. The project will examine how representations of practice can facilitate preservice teachers' professional knowledge for teaching fractions and multiplication/division. The project will: examine the effect of single versus multiple perspective in PSTs' professional knowledge; examine how PSTs use annotation technology in immersive video experiences, and its effect on PSTs' professional knowledge for teaching fractions and multiplication/division; and design a platform for teacher educators to create their own 360 video immersive experiences. Using an iterative design study process, the project team will develop and pilot single and multi-perspective 360-degree video experiences in grade 3-5 classrooms including developing a computer program to join multiple 360-degree videos. They will also develop an annotation tool to allow PSTs to annotate the single and multi-perspective 360 video experiences. Using a convergent mixed methods design, the project team will analyze the quantitative data using multiple regressions of pre-post data on mathematical knowledge for teaching and survey data on PSTs reported immersion and presence in viewing the videos to compare single and multi-perspective 360-degree video data. They will also qualitatively analyze heat maps generated from eye tracking, written responses from PSTs' noticing prompts, and field notes from implementation to examine the effect of single versus multiple perspectives. The team will use similar methods to examine how PSTs use the annotation technology and its effect. The results of the research and the platform will be widely disseminated.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.