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.
|Title of host publication||Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education|
|Number of pages||8|
|Publication status||Published - 2 Aug 2016|
|Event||Fortieth Annual Conference of the International Group for the Psychology of Mathematics Education - Szeged, Hungary|
Duration: 3 Aug 2016 → 7 Aug 2016
|Conference||Fortieth Annual Conference of the International Group for the Psychology of Mathematics Education|
|Period||3/08/16 → 7/08/16|
- Mathematics teacher learning
- using video
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.