Recent advances in technology have resulted in an array of new digital tools for capturing classroom video, making it much easier for teachers to collect video from their own classrooms and share it with colleagues, both near and far. We view teacher selfcaptured video as a promising tool for improving mathematics teacher education. In this article, we discuss three issues that are essential for making the most of selfcaptured video: camera position, how much video to capture, and when to specify tasks for capturing, selecting, and using video. We propose that the act of deliberately participating in the self-capture process, as well as viewing and analyzing one's own video with colleagues, offers worthwhile opportunities for mathematics teacher learning.
Elizabeth A. van Es, University of California, Irvine, 3455 Education, Irvine, CA 92697-5500; firstname.lastname@example.org
Shari L. Stockero, Michigan Technological University, 1400 Townsend Drive, Houghton, MI 49931; email@example.com
Miriam G. Sherin, Northwestern University, 2120 Campus Drive, Room 313, School of Education and Social Policy, Annenberg Hall, Evanston, IL 60208-0001; firstname.lastname@example.org
Laura R. Van Zoest, Western Michigan University, Department of Mathematics 5248, Kalamazoo, MI 49008-5248; email@example.com