Video

While peer-to-peer conversations can be beneficial for children’s linguistic and mathematical development, the specific conditions needed to support optimal conversations remain elusive. As part of a larger project to infuse peer-to-peer interactions into mathematics instruction for multilingual students, 8- to 11-year-old children in the U.S. were videotaped by their teachers interviewing one another about their solution strategies to equal sharing problems.

The purpose of this study is to explore if and how different types of video annotations support pre-service teachers (PSTs) in learning how to notice student multimodal, or verbal and non-verbal, mathematical thinking. We implemented a video club intervention in a middle grades mathematics methods class. We asked PSTs to annotate classroom videos using two types of annotations. The first type was a pinning tool, which allowed the PSTs to mark video timestamps. The second type was a drawing tool, which allowed PSTs to draw directly on the video.

An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent mixed methods design to examine the level of professional noticing with participants' 360 video viewing behavior.

This study applies natural language processing and qualitative classroom video analyses to examine classroom discourse. Guided by hybridity theory, which emphasizes the benefits of blending everyday with academic language practices for expanding students’ opportunities to engage with disciplinary ideas, our study systematically identifies how teachers’ and students’ discursive resources operate in science classrooms.

Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching clubs, and coaching. We asked them to annotate video clips before and after the PD to identify what and how they noticed. We interviewed teachers about their noticing and how it related to the PD.

This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs. The data collection process involved having teachers talk about the science instruction they viewed in short videos.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

This collection of curriculum units focus on the biology topics of natural selection, matter and energy, and genetics. Each unit contains a series of lessons, videos, and materials for students and teachers.

This series includes lessons and professional development video sessions focused on: multilingual learning strategies for STEM, culturally responsive strategies for STEM, knowledge building strategies for STEM, semantic waving in science instruction, and autonomy touring in science instruction.