Collaborative Research: R&D: Cyber-Enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning

Principal Investigator: 
Project Overview
Background & Purpose: 

Researchers in the Video Mosaic Collaborative led by Rutgers University (RU) and The University of Wisconsin-Madison (UW) will use design research to develop adaptable teacher professional development interventions utilizing the Robert B. Davis Institute for Learning video collection on children’s mathematical thinking, to be housed in Video Mosaic (VM), an interactive digital environment developed by the RU Libraries. Workflow expressions will be used to compare and improve interventions across sites in design-research cycles, and to preserve successful interventions for future users, through incorporation and indexing into the VM. A summative study will test the hypothesis that well-designed TPD interventions that make extensive use of the collection and VM are more powerful than comparably designed interventions that do not incorporate the collection and VM.


The settings will include a range of institutional settings from K-12 school districts to university settings in the Northeast and one Midwestern site.

Research Design: 

The research design for this project is longitudinal, comparative, descriptive and causal. This study uses mixed qualitative (e.g., field observations, videography, interviews, case studies) and quantitative methods using ANCOVA and regression approaches to analyze data from quasi-experimental studies based on within-class comparisons of treatment and quasi-experimental groups randomly assigned. In the experimental conditions teachers in groups will: 1. conduct mathematical investigations; 2. discuss and reflect on those investigations; and 3. through the Video Mosaic, study and discuss videos of multiple cases of children engaging in the same investigations at different stages of development. The comparison treatment will include components 1 and 2, but rather than having teachers in groups view videos of children’s developing reasoning, teachers will spend equivalent time engaged in another activity, such as studying only artifacts of students’ written solutions to the investigation, or viewing video not directly connected to the intervention problem set.

Instruments under development include a pre-post assessment instrument to measure participants’ ability to identify student reasoning from sample cases, a survey about course factors based on Bielaczyc's Social Infrastructure Framework, and a survey on teacher beliefs.


To date, this project has not generated findings.