"Mathematics Teachers' "Learning to Notice" in the Context of a Video Club "
Assistant Professor Elizabeth van Es received notice from Teaching and Teacher Education, one of the two flagship journals in the field, that her article "Mathematics Teachers' 'Learning to Notice' in the Context of a Video Club" is one of the "Top 10 Most-Cited" articles published in the journal between 2005-2009. Dr. van Es' primary research interests include teacher cognition, teacher learning communities, and professional development.
van Es, E., & Gamoran Sherin, M. (2008). Mathematics
teachers' 'learning to notice' in the context of a video club. Teaching and Teacher Education 24(2).
Abstract of Article
This study examines changes in teachers’ thinking as they participated in a video club designed to help them learn to notice and interpret students’ mathematical thinking. First, we investigate changes in teachers’ talk about classroom video segments before and after participation in the video club. Second, we identify three paths along which teachers learned to notice students’ mathematical thinking in this context: Direct, Cyclical, and Incremental. Finally, we explore ways the video club context influenced teacher learning. Understanding different forms of teacher learning provides insight for research on teacher cognition and may inform the design of video-based professional development.
