Journal of Mathematics Teacher Education

, Volume 20, Issue 5, pp 409–413 | Cite as

Video as a catalyst for mathematics teachers’ professional growth

  • Ronnie KarsentyEmail author
  • Miriam Gamoran Sherin

In today’s world, characterized by rapid technological advancements occurring on a day-to-day basis, using video as a means for learning seems almost unavoidable. Laptops, tablets and smartphones enable us to access videotaped instruction almost everywhere and with regard to almost any topic. However, most of such video-based learning enhances the kind of knowledge we might refer to as “first-order knowledge”, i.e., acquisition of various kinds of information. Whether we learn about global economics, solving quadratic equations, attributes of Shakespearean sonnets or how to make an origami bird (all of these subjects available in hundreds of web videos), the point is, in principle, that we watch an expert explain concepts or demonstrate procedures, and we try to follow, understand or apply what is being discussed or shown. The attainment of first-order knowledge through video is already deeply ingrained in the culture of the twenty-first century. However, the use of video for...


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Copyright information

© Springer Science+Business Media B.V. 2017

Authors and Affiliations

  1. 1.Science Teaching DepartmentWeizmann Institute of ScienceRehovotIsrael
  2. 2.School of Education and Social PolicyNorthwestern UniversityEvanstonUSA

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