The VideoPaper: Issues in Implementation of a Multimedia Tool for Professional Self-Dialogue and Communication in Mathematics Education

We discuss the nature of multimedia software designed for integrating text and video into professional communications about mathematics teaching, learning, and assessment. Cases that demonstrate teacher professional growth through self-dialogue and peer communication of specific pedagogical insights are exhibited. Critical success factors in implementation of this tool are outlined. In this paper we discuss the use of a VideoPaper (Nemirovsky, Peterson, Cogan-Drew, DiMattia, & Galvis, 2005) as a tool for promoting professional self-dialogue and communication among 25 middle school teachers enrolled in a capstone course bearing credit toward a Masters degree in Mathematics Education. The capstone course was the final course in a three-year program in which students had the option of completing either a VideoPaper, portfolio, or research project. From 30 total students 25 opted to complete VideoPapers because of various reasons such as the ability to share their teaching experience with others, to reflect on their practice, and interest in the technology. As instructors, we had no idea such a large proportion of teachers would select this option, nor did we envision those critical success factors (Galvis, 2004) necessary for implementation of this project. In this paper we will share some of those factors that our students found necessary as well as some of the successes that made the VideoPaper a unique tool for Mathematics Education professional development. Using Video to Document Classroom Episodes Although video has regularly been used by researchers conducting case-based research, it has only recently been used for teacher professional development. Video of mathematics classroom lessons has been used as rich sources of material for the professiona