Fostering Multipliers’ Noticing of Teachers’ Mathematics Learning by Means of Video Examples
Effective mathematics teaching requires both substantial teacher education and high
quality continuous professional development (CPD) courses. These CPD courses are provided
by multipliers, who are teachers themselves, and who commonly struggle with supporting
teachers’ mathematics learning substantially. Thus, the assumption of the project NoTe is
that multipliers need specific training to be able to advance teachers’ learning of
mathematics. In the project NoTe we draw on video examples showing real teacher CPD
situations, providing opportunities for multipliers to attend to and to reflect upon
crucial teacher learning situations, as well as to discuss together how learning can be
best stimulated. In particular, we investigate multipliers’ noticing and knowledge-based
reasoning with respect to such crucial mathematics learning incidents in a video club
setting, and how it develops over time.
Effective mathematics teaching requires both substantial teacher education and high
quality continuous professional development (CPD) courses. These CPD courses are provided
by multipliers, who are teachers themselves, and who commonly struggle with supporting
teachers’ mathematics learning substantially. Thus, the assumption of the project NoTe is
that multipliers need specific training to be able to advance teachers’ learning of
mathematics. In the project NoTe we draw on video examples showing real teacher CPD
situations, providing opportunities for multipliers to attend to and to reflect upon
crucial teacher learning situations, as well as to discuss together how learning can be
best stimulated. In particular, we investigate multipliers’ noticing and knowledge-based
reasoning with respect to such crucial mathematics learning incidents in a video club
setting, and how it develops over time.
Participating organisational units of HU Berlin
Duration of project
Start date: 06/2017
End date: 12/2018
