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Video studies in classroom research. Hidden dimensions of teaching and learning.

Chapter in book
Authors Cecilia Kilhamn
Rimma Nyman
Britt Holmberg
Elisabeth Rystedt
Published in Didactic classroom studies. A potential research direction. C. Osbeck, Å. Ingerman & S. Claesson (eds.)
Pages 151-172
ISBN 9789188661456
Publisher Kriterium/ Nordic Academic Press
Place of publication Lund
Publication year 2019
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Pedagogical, Curricular and Professional Studies
Pages 151-172
Language en
Keywords mathematics, video, comparative studies
Subject categories Didactics

Abstract

The use of video to record classroom activities has revolutionised classroom research by making it possible to revisit a classroom practice many times and view it from various research perspectives. This essay discusses various aspects of video-based classroom research in relation to a large international video project. By describing three types of studies within the same project, we show that a combination of macro– and microanalysis has the potential to reveal hidden dimensions of teaching and learning. A systematic overview and macro-level analysis can serve as a tool to generate research questions for in-depth micro-level analysis. The hidden dimensions of algebra teaching that were identified in these studies concerned, for example, the use of manipulatives and student engagement in algebra. We describe how video data can be used for research purposes as well as teachers’ professional development, and argue that video recording classroom activities enables us, both as researchers and as teachers, to enter classrooms and increase our understanding of classroom cultures across time and space.

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