Exploring Teacher Educators’ Selection of Critical Events to Support Noticing for Equity
Document Type
Article
Publication Date
5-6-2025
Abstract
"Video artifacts of teaching have shown great promise for supporting both prospective and practicing mathematics teachers to adopt new perspectives to make sense of classroom interactions (Gaudin & Chaliès, 2015; Santagata et al., 2021). Video analysis supports teachers developing a professional vision of ambitious and responsive instruction, learning to notice the complexity of student mathematical thinking, and examining the impact of teachers’ practice on learning (Amador et al., 2021, 2023; Santagata, 2010; Sherin & van Es, 2009). The promise of video has led researchers to investigate how features of video can provoke teachers to develop new insights about mathematics instruction that can lead to improvements in teaching (Amador et al., 2020; Richards et al., 2021; Superfine & Bragelman, 2018). With increasing use of video for professional development (Atal et al., 2023; Gaudin & Chaliès, 2015; Major & Watson, 2018; van Es et al., 2020), research is needed that examines the nature of video artifacts of instruction and how they contribute to supporting teacher learning."
Recommended Citation
van Es, E.A., Munzer, A., Barnhart, T. et al. Exploring teacher educators’ selection of critical events to support noticing for equity. J Math Teacher Educ (2025). https://doi.org/10.1007/s10857-025-09692-4
Peer Reviewed
1
Copyright
Springer
Comments
This article was originally published in Journal of Mathematics Teacher Education in 2025. https://doi.org/10.1007/s10857-025-09692-4
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