I'm interested in digging deeper about the question : What are the affordances of video to research and practice in education?
Please feel free to suggest a good paper on this theme. If it is connected to mathematics education, it would be even better...
Thank you for your consideration.
Hello, Mathieu
I really like this chapter by Rogers Hall:
Hall, R. (2000). Videorecording as theory. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 647–664). Mahwah, NJ: Lawrence Erlbaum.
I appreciate his argument and examples that our choices of video recording methods are based in our theories of learning, activity, and mathematical/science practice. If you search in the same time period, you will find several related pieces published by Rogers and Reed Stevens. Much of that research was focused on mathematics and/or science learning.
Hello Mathieu,
I think that the work of Star and Strickland (2008) and Santagata and Guarino (2011) might interest you, while they argue the relevance of using videos to support (in certain ways) teacher training in mathematics education.
- Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM, 43(1), 133–145.
- Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.
That being said, I think David Benoit, a doctoral student at Université de Sherbrooke (Québec), who uses the video recordings of classroom teaching sessions to support practicing mathematics teachers professionnal development, could probably offer an interesting viewpoint on this matter.
Vincent
Hello Mathieu,
As of now, your request is too wide for me to help. Video in itself is just a way to produce traces of visible and audible activity. What does it afford? To answer your question, I would need to know what you want to do in relation to what object.
What it affords in my work is the use of the indirect method of doubling of experience to provoke, within the collaboration with teachers and according to their own objectives, agency development through didactic thinking development.
So tell us more about your research object and your research objectives.
David
Thanks to all of you for your suggestions.
David, I know that my request is wide and this was clearly my intention. This is a new interest for me and I am looking into various perspectives. My focus will surely gain in precision in next months.
Thanks again.
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