The multimedia case as a tool for professional development: An analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators

Rebecca H Mcgraw, Kathleen Lynch, Yusuf Koc, Ayfer Budak, Catherine A. Brown

Research output: Contribution to journalArticle

24 Scopus citations


In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within these heterogeneous groups tended to focus on issues of classroom implementation of the tasks shown in the multimedia case. Secondary foci of discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical concepts and processes. Analysis of contributions to discussions across group member type revealed differences that suggest that the variety of backgrounds and experiences of group members can blend in ways that support rich and critical discussions of mathematics, teaching, and learning.

Original languageEnglish (US)
Pages (from-to)95-121
Number of pages27
JournalJournal of Mathematics Teacher Education
Issue number2
Publication statusPublished - May 2007



  • Case discussions
  • Case-based professional development
  • Cognitive demand
  • In-service
  • Interaction
  • Multimedia cases
  • Pre-service
  • Task analysis
  • Tasks

ASJC Scopus subject areas

  • Education
  • Mathematics (miscellaneous)

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