Talking About Teaching Episodes

Nemirovsky, Ricardo; DiMattia, Cara; Ribeiro, Branca Telles; Lara-Meloy, Teresa

doi:10.1007/s10857-005-3848-3

Cited by 31 publications

(30 citation statements)

References 5 publications

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“…Nemirovsky et al (2005) identify two types of discourse that teachers use when discussing case studies of classroom episodes, grounded narrative and evaluative discourse. The former highlights the sequential nature of teachers' commentary, similar to following the plot of a story, while the latter invokes comments laden with values and judgments, such as what was good or bad.…”

Section: Video For Teacher Learningmentioning

confidence: 99%

The influence of video clubs on teachers’ thinking and practice

Es¹,

Sherin

2009

J Math Teacher Educ

281

130

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This article examines a model of professional development called ''video clubs'' in which teachers watch and discuss excerpts of videos from their classrooms. We investigate how participation in a video club influences teachers' thinking and practice by exploring three related contexts: (a) teachers' comments during video-club meetings, (b) teachers' self-reports of the effects of the video club, and (c) teachers' instruction across the year. Data analysis revealed changes in all three contexts. In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year. In interviews, teachers reported having learned about students' mathematical thinking, about the importance of attending to student ideas during instruction, and about their school's mathematics curriculum. Finally, shifts were also uncovered in the teachers' instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the classroom, probed students' underlying understandings, and learned from their students while teaching.

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Section: Video For Teacher Learningmentioning

confidence: 99%

The influence of video clubs on teachers’ thinking and practice

Es¹,

Sherin

2009

J Math Teacher Educ

281

130

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“…What does it mean, here and now, or there and yesterday, to be humble?). Part of this aliveness is the shared sense that there are no ideal or perfect actions and that, in retrospect, one can always imagine what appears to be more desirable ways of doing things, even though uncertainty about them cannot be dispelled (Nemirovsky et al 2005). A pedagogy of emergent learning is distinct, we think as of now, by its openness to unanticipated courses of action, freedom from predefined testable outcomes, mostly voluntary participation, and, yes, humility.…”

Section: Towards a Pedagogy Of Emergent Learningmentioning

confidence: 99%

Pedagogies of Emergent Learning

Nemirovsky

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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We distinguish emergent learning from "teleological" learning, which is learning for the sake of passing pre-defined tests and goals. While teleological learning may succeed or fail, emergent learning is always going on in ways that move pass disciplinary boundaries and anticipated results. To advance a perspective on pedagogies of emergent learning we analyze selected episodes from a program for children who volunteered to enroll. The sessions alternated between the after school club they attended and an art museum. The program engaged the children in basket weaving, in the analysis of baskets exhibited at the museum, and with ways in which flat materials can be shaped in 3D space along distinct surface curvatures. These experiences have inspired us to outline two streams of pedagogical ideas that seem to nurture and go along with the unforeseeable paths of emergent learning.

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“…Una vez que los investigadores llegaron a un acuerdo, se añadieron nuevos datos con el objetivo de revisar los códigos y descriptores creados inicialmente. Con este procedimiento y apoyándonos en investigaciones previas (Nemirovsky et al, 2005;Llinares y Valls, 2009;van Es, 2011) identificamos tres tipos de discurso: (1) descriptivo, (2) retórico y (3) profesional.…”

Section: Recogida Y Análisis De Datosunclassified

“…Van Es (2011), Nemirovsky et al (2005) y Llinares y Valls (2009) han distinguido varios niveles. Los tipos de discurso iban desde los niveles bajos en los que los comentarios eran pobres argumentativamente hablando y se basaban en impresiones descriptivas, a los niveles altos en los que los comentarios se basaban en la observación de aspectos cognitivos, usán-dolos como evidencia en sus interpretaciones y explicaciones e incorporando propuestas didácticas.…”

Section: Introducción Y Marco Teóricounclassified

Investigación en educación matemática : [actas del XXI Simposio de la Sociedad Española de Investigación en Educación Matemática : Zaragoza, 6-9 de septiembre de 2017]

Catalán¹,

Moreno²,

López³

2017

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Talking About Teaching Episodes

Cited by 31 publications

References 5 publications

The influence of video clubs on teachers’ thinking and practice

The influence of video clubs on teachers’ thinking and practice

Pedagogies of Emergent Learning

Investigación en educación matemática : [actas del XXI Simposio de la Sociedad Española de Investigación en Educación Matemática : Zaragoza, 6-9 de septiembre de 2017]

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