Mathematics teachers' "learning to notice" in the context of a video club

Elizabeth A. van Es; Miriam Gamoran Sherin

doi:10.1016/j.tate.2006.11.005

Mathematics teachers' "learning to notice" in the context of a video club

Elizabeth A. van Es^*, Miriam Gamoran Sherin

^*Corresponding author for this work

School of Education and Social Policy

Research output: Contribution to journal › Article › peer-review

502 Scopus citations

Abstract

This study examines changes in teachers' thinking as they participated in a video club designed to help them learn to notice and interpret students' mathematical thinking. First, we investigate changes in teachers' talk about classroom video segments before and after participation in the video club. Second, we identify three paths along which teachers learned to notice students' mathematical thinking in this context: Direct, Cyclical, and Incremental. Finally, we explore ways the video club context influenced teacher learning. Understanding different forms of teacher learning provides insight for research on teacher cognition and may inform the design of video-based professional development.

Original language	English (US)
Pages (from-to)	244-276
Number of pages	33
Journal	Teaching and Teacher Education
Volume	24
Issue number	2
DOIs	https://doi.org/10.1016/j.tate.2006.11.005
State	Published - Feb 2008

Keywords

Mathematics education
Professional development
Teacher cognition
Teacher learning
Video

ASJC Scopus subject areas

Education

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10.1016/j.tate.2006.11.005

Cite this

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Mathematics teachers' "learning to notice" in the context of a video club

Abstract

Keywords

ASJC Scopus subject areas

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