Mathematics teachers’ self-captured video and opportunities for learning

Miriam Gamoran Sherin*, Elizabeth B. Dyer

*Corresponding author for this work

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

Numerous video-based programs have been developed to support mathematics teachers in reflecting on and examining classrooms interactions without the immediate demands of instruction. An important premise of such work is that teacher learning occurs at the time that the video is viewed and discussed with teachers. Recent advances in technology, however, offer new approaches for the use of video with teachers. We claim that these new technologies provide important opportunities for teacher learning prior to the viewing and discussion of video with colleagues. In particular, we believe that important teacher learning can occur from the activities of (1) capturing video from one’s own classroom and (2) selecting clips to share with others. The goal of this article is to introduce key strategies that three groups of middle and high school mathematics teachers use prior to, during, and after instruction as they engage in this work. We believe that increased attention to these strategies is necessary in order to better understand how to support teacher learning in the context of new digital technologies.

Original languageEnglish (US)
Pages (from-to)477-495
Number of pages19
JournalJournal of Mathematics Teacher Education
Volume20
Issue number5
DOIs
StatePublished - Oct 1 2017

Keywords

  • Professional development
  • Teacher cognition
  • Teacher learning
  • Video

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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