Search for: All records

In this paper, we share the design and effects on teacher learning of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials. The modules are designed to be used in three facilitation formats: project staff- facilitated, district leader-facilitated, or structured independent. The modules aim to impact teachers’ mathematical knowledge for teaching linear functions and effective mathematics teaching practices (MTPs; NCTM, 2014). Analysis of teacher learning, as related to evidence of the MTPs in teachers’ written reflections, found teachers demonstrated learning of key MTPs, and in particular, there were not significant differences by facilitation format. Results and implications are discussed. 

In this paper, we share the design and effects on teacher learning of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials. The modules are designed to be used in three facilitation formats: project staff- facilitated, district leader-facilitated, or structured independent. The modules aim to impact teachers’ mathematical knowledge for teaching linear functions and effective mathematics teaching practices (MTPs; NCTM, 2014). Analysis of teacher learning, as related to evidence of the MTPs in teachers’ written reflections, found teachers demonstrated learning of key MTPs, and in particular, there were not significant differences by facilitation format. Results and implications are discussed. 

In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face vide-based materials. The “Video in the Middle” (VIM) modules are aligned with principles of authentic e-learning and can be combined in a variety of ways to form professional development pathways that meet the unique needs of a wide range of professional learning settings and contexts. VIM modules aim to support teacher noticing of student thinking and increase their mathematical knowledge for teaching. The VIM materials are designed to be used in any of three flexible asynchronous formats: independent, locally facilitated, or developer facilitated. Preliminary research results indicate that teachers appreciated the variety of formats, found the modules useful and engaging, and learned to appreciate and use visual methods for solving problems, including using color to distinguish and highlight the relationship between numeric, algebraic, and geometric models. 

Incorporating video in the professional development (PD) environment offers great potential for teachers to unpack the relationships among pedagogical decisions and practices, students’ work, and the disciplinary content. With video, teachers have the opportunity to observe and study the complexity of classroom life, to reflect on their own instructional decisions, and to integrate multiple domains of knowledge to solve problems of practice. As video technology and online video sharing have become more accessible and widespread, video-based professional learning can leverage the benefits of digital platforms.