2009/05/01 by Miriam Gamoran Sherin, Katherine A. Linsenmeier, Elizabeth A. van Es · 3 citations
Social Sciences · #Education and Technology Integration #Mathematics Education and Teaching Techniques #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487109336967
crossref issued 2009/05/01 · crossref published 2009/05/01 · crossref published-print 2009/05/01 · openalex publication_date 2009/05/01 · crossref published-online 2009/07/07 · crossref created 2009/07/07 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/30
This study explores the use of video clips from teachers' own classrooms as a resource for investigating student mathematical thinking. Three dimensions for characterizing video clips of student mathematical thinking are introduced: the extent to which a clip provides windows into student thinking, the depth of thinking shown, and the clarity of the thinking. Twenty-six video clips were rated as being low, medium, or high on each dimension. Corresponding teacher discussions of each video were then examined to identify the ways in which clip dimensions served as catalysts for more and less productive teacher conversations of student mathematical thinking. Findings include first, that, under certain circumstances, both low-and high-depth clips lead to productive discussions. Second, high-depth clips in which student thinking is sustained only briefly do not typically lead to productive discussions. Third, in cases where windows and depth are both high, clips that are either low or high in clarity resulted in productive conversations of student thinking on the part of teachers.