Facilitating the discussion of video with teachers of mathematics: the paradox of judgment

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Abstract

This report details findings, related to the role of the facilitator, from a UK government-funded project to promote the use of video clubs for the professional development of teachers of mathematics. Seven teachers met on six occasions, over a three-month period, and shared video recordings of their own classrooms, all meetings were themselves recorded. While it is a common finding that discussion norms can be hard to establish, participants adapted to intended norms from the first meeting. The way this was achieved is analysed, within the enactivist methodology of the project. There is an apparent paradox that a move away from judgment is achieved through the use of judgment. Bateson’s (1972) levels of learning and communication are offered as one explanation of the observed phenomena.
Original languageEnglish
Title of host publicationProceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
PublisherLulu
Number of pages8
Publication statusPublished - 2 Aug 2016
EventFortieth Annual Conference of the International Group for the Psychology of Mathematics Education - Szeged, Hungary
Duration: 3 Aug 20167 Aug 2016
http://www.pme40.hu

Conference

ConferenceFortieth Annual Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME40
CountryHungary
CitySzeged
Period3/08/167/08/16
Internet address

Keywords

  • Mathematics teacher learning
  • using video
  • Paradox
  • Judgment

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    Coles, A. T. (2016). Facilitating the discussion of video with teachers of mathematics: the paradox of judgment. In Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education Lulu.