The use of video recording in professional development of teachers and teacher educators in Indonesia

Design-based research has gained currency in educational research over the past decade due to its strength to bridge the divide between theoretical research and educational practice in naturalistic settings. Design based approaches involve a process of designing mathematical tasks, observing the enacted design in classrooms and reflecting on the process from analysing the classroom artifacts. Video plays a central role in supporting teachers and teacher educators to study and reflect on students’ mathematical thinking and in capturing the dynamic of classroom teaching and learning process.

This chapter will examine and analyse practitioner’s lenses in capturing the dynamic and complexity of classroom mathematical learning using video segments, and classroom artifacts including digital photos of classroom moments and students’ work. Practitioners’ lenses are taken as a window to capture key teaching and learning moments from the lessons. Analysis of this selection of these video segments along with other classroom artifacts based on practitioners’ lenses provide insights into practitioners’ views on key teaching and learning moments in mathematics lessons.