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VIDEO-LM (Viewing, Investigating and Discussing Environments of Learning Mathematics), or in its Hebrew acronym ADASHA, is a project at the Weizmann Institute of Science. Very much in parallel to TRU, The project’s over-arching goal is to improve mathematics teaching at all levels, with particular emphasis on the higher tracks in secondary schools, through enhancing the reflective skills of mathematics teachers. The means to achieve this goal is by creating a pool of videotaped mathematics lessons (mainly from Israel, with some lessons from other countries as well), that serve as a basis for guided discussions with teachers. The project team has developed a unique framework for analyzing videotaped lessons for the purpose of collaborative investigations. This framework directs teachers, while (and after) watching the lesson on the screen, to consider the following components: (1) the mathematical and meta-mathematical ideas around the topic of the lesson, and those explicitly raised during the lesson; (2) explicit and implicit goals that may be ascribed to the teacher; (3) beliefs about mathematics and the teaching and learning of mathematics as reflected in the teachers’ actions; (4) dilemmas encountered by the teacher during the lesson, the ensuing decisions taken in order to resolve them, and their consequent tradeoffs; (5) the type of mathematical tasks selected by the teacher, the questions posed around these tasks and the way in which these reflect the mathematical ideas and the teacher’s goals; and (6) the teachers’ interactions with students throughout the lesson.

TRU and VIDEO-LM have productively explored similarities and differences between our two projects over the years. VIDEO-LM’s lesson collection (mostly in Hebrew) can be found here. Two papers describing the project are

  • 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). World Scientific.
  • 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 13 th  International Congress on Mathematical Education (pp. 269-288). Springer.

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