ABSTRACT
In the last decade, innovations in mathematics and science education have been accomplished through convergences between fields such as artificial intelligence, cognitive science, and teaching methods. Increasing accessibility through visualizations, often with computationally enhanced tools for science students, lead to changes in curricula and pedagogical transformations of the culture and practice in the classroom. Communication of these innovations is still largely through text-based journals that focus on theoretical issues. This is in contrast to the known communication variables required to change the adoption rates of such innovations. One part of the solution for disseminating these new measures is to turn to case study methods constructed from situated video-recordings. Using video cases helps ground teachers’ understanding of learning theories in the actual clinical details of a change in classroom procedures.
