What types of things do you typically notice as you watch your students in class each day? For instance, when the bell rings at the start of class, what do you look for as you scan the room? Later on, when you see a group of students interacting, what do you tend to notice about their work together? And in class discussions, which of the ideas that students raise stand out to you and why?
Miriam Gamoran Sherin Sherin and Elizabeth A. van Es
Elizabeth A. van Es, Shari L. Stockero, Miriam G. Sherin, Laura R. Van Zoest and Elizabeth Dyer
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.