Facilitating Collaborative Discussions Around Video Artifacts of Mathematics Teaching

• In Event: Mathematics Teacher Discourse Around Content and Students in Learning Communities

Abstract

This paper presents a framework for the facilitation of online teacher learning communities focused on analyzing video artifacts of K-8 mathematics instruction. Drawing on sociocultural perspectives, we trace the development of facilitation practices of six novice teacher leaders over one year and show how rich learning opportunities were co-constructed and sustained by the participants in each group over time through a process of legitimate peripheral participation (Lave & Wenger, 1991). Our analysis also highlights the important role of university-based mentors in modeling different types of responsive facilitation moves in the context of online teacher learning communities.

Authors

• Caroline Brayer Ebby, University of Pennsylvania
  Presenting Author

• Brittany Hess, University of Pennsylvania
  Presenting Author

• Lizzy Pecora, University of Pennsylvania
  Presenting Author