Mathematics teachers' "learning to notice" in the context of a video club

By Elizabeth A. van Es, Miriam Gamoran Sherin. 2008

1,138 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/786364fdd5a792fec5c5aaf23b87acbc4b57818b

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In Education

Citations in the corpus

Effects of Video Club Participation on Teachers' Professional Vision (2009, methodology): “Prior to this study, we primarily focused our analyses on the video club meetings themselves, trying to understand both what and how teachers learn in this context (Sherin, 2001, 2007; Sherin & Han, 2004; van Es & Sherin, 2008).”
Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs (2015, background): “Video clubs are typically moderated by facilitators who aim to guide discussions towards identifying and interpreting student thinking, or considering the impact of particular teacher moves (Van Es & Sherin, 2008).”
What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study (2015, background): “…research work on noticing (i.e., Jacobs et al., 2010; Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008; Santagata, Zannoni, & Stigler, 2007; van Es & Sherin, 2008) to describe three main developments for the trajectory of noticing: identifying what is observed while teaching, identifying…”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “Most studies are mainly focused on teachers’ learning through examining knowledge, cognition and beliefs (for example, Shulman 1986, 1987, Cohen 1990, Grossman 1990, Thompson 1992, Ball et al. 2008), classroom practices and pedagogy (for example, Boyle et al. 2005, Doerr and English 2006, Cohen and ”
Articulating Design Principles for Productive Use of Video in Preservice Education (2018, background): “…shaping what teachers attend to in their analysis, as well as how they analyze classroom interactions, with much of this work focusing on directing teachers’ attention to student thinking and developing an interpretive, inquiry stance to these observations (see, for example, van Es & Sherin, 2008).”
Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning (2012, background): “Preliminary evidence has shown that “video clubs” influenced teachers’ instructional pacing and the types of questions they ask students (van Es & Sherin, 2008).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, positive): “…actions, whereas expert teachers are able to adopt multiple points of view and integrate them while maintaining continuity of events (Wolff et al. 2015); hence, qualitative change in knowledge-based reasoning occurs when teachers use interpretation rather than description (van Es and Sherin 2008).”
Participants' Roles in the Context of a Video Club (2009, background): “Although experienced teachers have developed ways of looking at and making sense of their practice during instruction, current mathematics reform initiatives call on teachers to learn new ways of “noticing” classrooms, what I refer to as a “professional vision for reform teaching” ( van Es & Sherin,”
DEVELOPING PRE-SERVICE TEACHERS’ NOTICING OF STUDENTS’ UNDERSTANDING OF THE DERIVATIVE CONCEPT (2014, neutral): “Noticing has been defined in a multitude of ways but the common theme is how teachers process complex classroom events (Jacobs, Lamb & Philipp, 2010; Mason, 2002; van Es & Sherin, 2008).”