
Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction
Article
Adam Colestock, Miriam Gamoran Sherin, Northwestern University, United States
Journal of Technology and Teacher Education Volume 17, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
Recent years have seen an increase in the use of video for teacher education and professional development accompanied by widespread recognition that to be beneficial, video must be used in activities that induce particular modes of inquiry. However, little is known about how teachers typically watch video. The present study investigates the use of five strategies that teachers use for making sense of classroom instruction that they have watched on video. Data was collected from 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. Implications for teacher research and professional development are discussed.
Citation
Colestock, A. & Sherin, M.G. (2009). Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction. Journal of Technology and Teacher Education, 17(1), 7-29. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 2, 2023 from https://www.learntechlib.org/primary/p/26234/.
© 2009 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606-633. Jacobs, J.K., & Morita, E. (2002). Japanese and American teachers’ evaluations of videotaped mathematics lessons. Journal for Research in Mathematics Education, 33(3), 154-175.
- Newell, A., & Simon, H.A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall. Peterson, P.L., & Comeaux, M.A. (1987). Teachers’ schemata for classroom events: The mental scaffolding of teachers’ thinking during classroom instruction. Teaching and Teacher Education, 3(4), 319-331.
- Sinnott, J.D. (1999). The development of logic in adulthood: Post-formal thought and its applications. New York: Plenum Press. Speer, N.M. (2005). Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58, 361–391.
- Spires, H.A., & Donley, J. (1998). Prior knowledge activation: Inducing engagement with informational texts. Journal of Educational Psychology, 90(2), 249-260.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Learning to be a science teacher: Reflections and lessons from video-based instruction
Aik-Ling Tan, Seng-Chee Tan, Marissa Wettasinghe & Marissa Wettasinghe
Australasian Journal of Educational Technology Vol. 27, No. 3 (Jan 01, 2011)
-
The Effects of Applying a VCS System on Pre-Service Teachers’ Competencies for Technology Integration
Ya-Fung Chang & Chia-Ling Hsu, Graduate Institute of Curriculum and Instruction, Tamkang University, Taiwan
Global Learn 2010 (May 17, 2010) pp. 1394–1401
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.