2008/11/26 by Rossella Santagata · 1 citation
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Mathematics Education and Teaching Techniques #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487108328485
crossref issued 2008/11/26 · crossref published 2008/11/26 · crossref published-online 2008/11/26 · openalex publication_date 2008/11/26 · crossref published-print 2009/01/01 · crossref created 2009/01/20 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/30
This article describes the theoretical framework, research base, structure, and content of a video-based professional development program implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools. First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Problematic questions deal with teachers' (a) basic understanding of target mathematics topics, (b) knowledge of their students' understanding, and (c) ability to analyze students' work and reasoning beyond classification into right and wrong answers. Changes that were made to the program to address teachers' needs in the 2nd year are then described. These are structured around three principles for designing video-based professional development: (a) attending to content-specific understanding, (b) scaffolding analysis of student thinking, and (c) modeling a discourse of inquiry and reflection on the teaching and learning process.