The Video Mosaic Collaborative, including researchers from Rutgers University and the University of Wisconsin-Madison, is designing adaptable teacher professional development interventions that utilize the Robert B. Davis Institute for Learning video collection and accompanying data on students’ mathematical reasoning, to be housed in an interactive digital environment provided by the Rutgers University Libraries.
This design research will produce successful interventions and generate knowledge and testable hypotheses about factors influencing intervention success. Data on site-specific adaptations will be shared through a common workflow reporting system under development as part of this project. Workflow expressions integrating assessment and intervention data will be used to compare and evaluate interventions, supporting the project’s formative design research cycles. Workflow expressions representing successful implementations will be incorporated into the VMC, indexed to allow future users to locate previously tested, adaptable interventions.
The second phase of research will be a multisite experiment using within-site comparison groups. The experiment will test the hypothesis that well-designed interventions based on the study of videos of children’s thinking can increase teachers’ performance on measures of expertise that involve discussing and analyzing children’s thinking, math content knowledge, and beliefs about mathematics and children’s thinking. The study will determine whether VMC interventions are more powerful than interventions based solely on mathematics problem solving.