Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction

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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. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/26234.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 1, January 2009
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Adam Colestock, Miriam Gamoran Sherin, Northwestern University, United States

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.

Keywords

• Classrooms
• Teachers
• Mathematics
• Cognition
• Preservice Teacher Education
• Professional Development
• Video

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