Leading team
Prof. Abraham Arcavi
Dr. Ronnie Karsenty
Ph.D. students
Yael Nurick
Gil Schwartz
M.Sc. students
Tzila Yarhi
R&D team
Myriam Goor
Dr. Avital Elbaum Cohen
Assessment:
Yael Nurick
Advisors:
Yoni Amir
Ronit Lessner
Ahuva Gutmann
Dr. Jason Cooper
Website manager:
Dana Adadi
Administration:
Bina Barash
Summary
In VIDEO-LM project (Viewing, Investigating and Discussing Environments Of Learning Mathematics), we created a pool of videotaped mathematics lessons and developed a unique framework for analysis of these lessons with teachers ("the six-lens framework" - SLF). The goal of the project is to enhance teachers' reflective skills and practices through their participation in careful observations and guided discussions around the many mathematical and pedagogical aspects of mathematics lessons. The project's implementation is through face-to-face courses for teachers and also for teacher leaders who can then work with other teachers in various sites, so that a multiplicative effect may be achieved.
To date, more than 75 VIDEO-LM courses were conducted across Israel (including the Arab, Druze and Ultra-orthodox sectors), with more than 1000 mathematics teachers participating in these courses. The VIDEO-LM website serves more than 3000 users.
Link to project website
Related Papers
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Karsenty, R. (2018). Professional development of mathematics teachers: Through the lens of the camera. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education (pp. 269-288). Hamburg: Springer.
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Arcavi, A., & Karsenty, R. (2018). Enhancing mathematics teachers’ reflection and knowledge through peer-discussions of videotaped lessons: A pioneer program in Israel. In N. Movshovitz-Hadar (Ed.), K-12 Mathematics Education in Israel - Issues and Challenges (Chapter 33, pp. 303-310). Series on Mathematics Education (Volume 13). Singapore: World Scientific.
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Schwarts, G., & Karsenty, R. (2018). A teacher's reflective process in a video-based professional development program. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp 123-130). Umeå, Sweden: PME.
- Karsenty, R. (2017). Videotaped lessons as means to enhance reflection and knowledge of secondary mathematics teachers. Paper presented at the 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI-2017), Tampere, Finland, September 2017.
- Karsenty, R. (2017). How do mathematics teachers learn from videotaped lessons of unknown peers? Exploring possible mechanisms that contribute to change in teachers' perspectives. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 9th Annual International Conference on Education and New Learning Technologies (pp. 1718-1728). Barcelona, Spain: IATED Academy.
- Karsenty R. & Schwarts, G. (2016). Enhancing reflective skills of secondary mathematics teachers through video-based peer discussions: The case of cross-cultural learning. Paper presented in TSG-50 (Topic Study Group on in-service education and professional development of secondary mathematics teachers), the 13th International Congress on Mathematical Education (ICME-13), Hamburg, Germany (8 pages, Invited refereed publication).
- Karsenty R., Arcavi, A., & Nurick, Y. (2015). Video-based peer discussions as sources for knowledge growth of secondary teachers. In K. Krainer & N. Vondrová (Eds.), Proceedings of the 9th Congress of the European Society for Research in Mathematics Education (pp.2825-2832), Prague, Czech Republic.