Classroom video studies from various perspectives

Abstract

Recently, video has emerged as a popular-based medium in studying classroom teaching (Seago, 2003). Since 1990s, video technology has been applied in mathematics classrooms to analyze teachers’ and students’ behaviors. In this way, researchers can discover new teaching theories, which can be analyzed from many different perspectives (Martin, Mullis, & Chrostowski, 2004). International large scale comparative studies such as the Third International Mathematics and Science Study (TIMSS) Video Study has made use of video technology to study national probability samples of teachers at work (Stigler & Hiebert, 1997). Unlike live observation, videos offer a lasting record of classroom activities, and the medium allows the opportunity to pause, re-play, analyze and re-analyze the same instance of practice(Seago, 2003). We can observe teachers and students’ behavior more carefully than before and will not miss the vital details. The primary aim of the several presentations was wished to provide a broaden perspectives on classroom study with video lessons. Except for the Chair’s presentation, this group presentation will start from studies on textbook using, teaching, student participation, teacher’s belief and knowledge, to develop effective classroom teaching.