“Examining the Use of Video to Develop Mathematics Teachers’ Professional Vision”
Presented By: Miriam G Sherin, Professor in Learning Sciences
Held Monday, March 5, 2012
Abstract: This presentation examines the role of video in supporting mathematics teacher learning. In particular I discuss the ways in which video can support the development of one component of teaching expertise called “professional vision” – teachers’ ability to notice and interpret significant features of classroom interactions. While video continues to be a popular media for use in teacher education and professional development, there is little empirical evidence to support the claim that video fosters teacher learning. Drawing from recent research on “video clubs” in which groups of teachers watch and discuss video excerpts with colleagues, I examine what teachers can learn from viewing video, how this learning take place, and the kinds of video that seem to foster productive discussions of student mathematical thinking among teachers.
Bio: Miriam Gamoran Sherin’s research interests include mathematics teaching and learning, teacher cognition and teacher education. Her forthcoming book Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes will be published in 2011 by Taylor and Francis. Recent articles appear in Journal of Teacher Education, Teaching and Teacher Education and Journal of Mathematics Teacher Education. In 1996 Sherin received a postdoctoral fellowship from the James S. McDonnell Foundation to examine the demands that mathematics reform places on teachers’ knowledge. In 2001 she received a postdoctoral fellowship from the National Academy of Education and the Spencer Foundation to examine how video clubs can support the development of teachers’ professional vision. Sherin was also awarded a five-year Early Career Grant from the National Science Foundation to study the ways that video can support teacher learning. In April 2003, Sherin received the Kappa Delta Pi/American Educational Research Association Division K Award for early career achievements in research on teaching and teacher education.