Search results for: Gamoran Sherin Miriam
Page 1/1 3 items
The study examines the use of video clips from teachers’ own classrooms as a resource for investigating student mathematical thinking. Three dimensions for characterizing video clips of student mathematical thinking are introduced: the extent to which a clip provides windows into student thinking, the depth of thinking shown, and the clarity of the thinking. 26 video clips were rated as being low, medium, or high on each dimension. The analysis suggests that the relationship between the video clip dimensions is most important in predicting whether a video clip will support in-depth conversations of student thinking on the part of teachers.
Updated: Sep. 15, 2009
The present study examines the use of five strategies that teachers use for making sense of classroom instruction that they have watched on video. The participants were 15 middle and high school mathematics teachers who watched four 3-8 minute clips of instruction and described what they had just viewed. Results indicate that teachers employ a variety of sense-making strategies while interpreting classroom video.
Updated: Apr. 06, 2009
This study examines mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significantfeatures of classroom interactions, as they participate in a video club.The results suggest that professional vision is a productive lens for investigating teacher learning via video.
Updated: Mar. 23, 2009