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Video as a tool for fostering productive discussions in mathematics professional development
ARTICLE

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TATE Volume 24, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.

Citation

Borko, H., Jacobs, J., Eiteljorg, E. & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 24(2), 417-436. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.11.012

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