Processes of reflection and enhancement of mathematical knowledge for teaching following peer discussions of videotaped mathematics lessons
Prof. Abraham Arcavi
Dr. Ronnie Karsenty
This study investigates the processes that mathematics teachers engage in when participating in video-based peer discussions, guided by a framework developed for this purpose. The context in which the investigation is conducted is the VIDEO-LM project. The study aims to characterize processes of evolvement, or refinement, of mathematical knowledge and reflection tools associated with mathematics teaching, and to unpack various types of outcomes that may emerge after participation in video-based courses, in terms of the participants’ professional decisions.