Processes of reflection and enhancement of mathematical knowledge for teaching following peer discussions of videotaped mathematics lessons (ISF Grant #1539/15)

Leading team

Prof. Abraham Arcavi

Dr. Ronnie Karsenty

Ph.D. students

Yael Nurick


Shani Motsa


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.

Related Papers

  • Nurick, Y., Arcavi, A., & Karsenty R. (under review). Revisiting the concept of reflection: An empirical investigation of mathematics teachers reflections on their practice. Submitted to CERME-12, to be held in February 2022 in Bozen-Bolzano, Italy.
  • Karsenty, R., & Arcavi, A. (2021). "Life trajectory" of a professional development project: The case of VIDEO-LM. In A. Hofstein, A. Arcavi, B. Eylon, & A. Yarden (Eds.), Long-term research and development in science education: What have we learned? (pp. 306-332). Brill.
  • Schwarts, G., & Karsenty, R. (2020). “Can this happen only in Japan?": Mathematics teachers reflect on a videotaped lesson in a cross-cultural context. Journal of Mathematics Teacher Education, 23, 527–554.
  • 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.
  • 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.
  • 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.
  • Karsenty, R., & Arcavi, A. (2017). Mathematics, lenses and videotapes: A framework and a language for developing reflective practices of teaching. Journal of Mathematics Teacher Education, 20, 433-455.
  • 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: ERME.