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.
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Notes
One teacher used a slightly different camera that saved the previous minute of video when the “tag” button was pressed.
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Sherin, M.G., Dyer, E.B. Mathematics teachers’ self-captured video and opportunities for learning. J Math Teacher Educ 20, 477–495 (2017). https://doi.org/10.1007/s10857-017-9383-1
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DOI: https://doi.org/10.1007/s10857-017-9383-1