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Video as a pedagogical tool providing a virtual entry into classrooms and opportunities for analytic thinking unavailable in live observation

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article grounds its work in a framework assuming people learn best when actively engaged in interpreting the world, with video providing "a bridge that connects prior learning to new knowledge". Because video is "not live," it enables one to rewind, re-watch, review, and reflect, providing teachers opportunities for analytic thinking that live classroom observations or clinical interviews cannot. Video offers a shared focal representation for professional development and lets teachers discern what is important and compare with their own lived experiences.

Design Implications

Context

Requirements

  • A facilitated learning context in which teachers study videos of student reasoning

Constraints

  • The framework addresses teacher recognition of student reasoning; transfer to live classroom practice remains a conjecture for future research

Target Learners

  • pre-service and in-service mathematics teachers

Learning Goals

  • building knowledge about students' mathematical reasoning
  • attending to student reasoning in live classrooms

Claims

Examples

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Key Sources

  • Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool. Issues in Teacher Education, 23(1). https://www.videomosaic.org
Page metadata
Field Value
type design
id video-as-pedagogical-tool-framework
title Video as a pedagogical tool providing a virtual entry into classrooms and opportunities for analytic thinking unavailable in live observation
description The article grounds its work in a framework assuming people learn best when actively engaged in interpreting the world, with video providing "a bridge that connects prior learning to new knowledge".
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — maher-2014

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