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

Elizabeth A. van Es*, Miriam Gamoran Sherin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

690 Scopus citations


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 languageEnglish (US)
Pages (from-to)244-276
Number of pages33
JournalTeaching and Teacher Education
Issue number2
StatePublished - Feb 2008


  • Mathematics education
  • Professional development
  • Teacher cognition
  • Teacher learning
  • Video

ASJC Scopus subject areas

  • Education


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