Project: Video Cases for Mathematics Professional Development project

Authors: Mark St. John, Laura Stokes

With assistance from Tamara Evans, Dawn Huntwork, Mary Regan

Type: Monograph

Publication: July 2003

Opening Windows Onto Classrooms: Promises And Challenges In The Design Of Video Cases For Professional Development In Mathematics And Science

Printing note: This document prints a single-sided master and is set up to be reproduced 2-sided.

Full report (pdf, 30 pages)

References (pdf, 12 pages)


In February 2002, a group of researchers and professional developers gathered at the BSCS offices in Colorado Springs to reflect on the potential of video cases to foster teacher learning. These cases are part of a broader effort by NSF and others to support development of curricular materials and resources for professional development purposes.

  • Video Cases for Mathematics Professional Development project, led by Judy Mumme and Nanette Seago;
  • LessonLab software platform for videos from the TIMSS-R Video project, led by Jim Stigler, Stephen Druker, and Kathy Roth; and
  • Video workshops produced by Harvard-Smithsonian’s Center for Astrophysics for the Annenberg/CPB project, led by Nancy Finkelstein.

Four questions framed the group’s discussion:

1. What goals are driving the development of video cases for teacher development in math and science?
2. What theories and beliefs underlie the design of video cases?
3. What design challenges are inherent to the creation of video cases as professional development tools and curriculum?
4. What are the characteristics of current prototypes of video cases, and what are their advantages and disadvantages?

This monograph captures the major ideas that emerged in the discussions and reflections of conference participants. Our hope is that the monograph can make a contribution to the research and development effort in which these projects are engaged.

Intended Audience

Professional Developers for Mathematics and Science, School and District Administrators, Teachers, Science-Technology-Engineering-Math (STEM) Education Leaders, Funders, and general public.

Funded By

This report was prepared with support from the National Science Foundation under grant number ESI-0092547.


Any and all errors are claimed by the authors of this document, Inverness Research, Inc.

Distribution Policy

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