Development of a video club based program to improve elementary school teachers’ noticing skills through framing exploration

Teachers need to attend, interpret, and respond to students' strengths as well as deficits in mathematical thinking, and this is also connected to improving teachers' noticing abilities.The purpose of this study was to develop a video club based program to improve elementary teachers' noticing skills by exploring strengths-and deficits-based framing.To achieve this purpose, we developed a program that went through a series of stages of preparation, development, and validation to notice students' mathematical thinking through strengths-and deficits-based framing, including a pre-activity, eight video club sessions, and a post-activity.The pre-activity was designed to gather preliminary information about the framing that the participanting teachers primarily used to notice the students' mathematical thinking in video clips.The video club sessions were designed to inform participants about strengths-and deficits-based framing and to practice noticing students' mathematical thinking in video clips using each framing approach.The sessions then used a variety of video clips to experience how to notice using schemes or sentence frames for strengths-and deficits-based framing.The post-activity was designed to explore the participants' overall perceptions of the program and what they had learned.The paper concludes by discussing on the importance of the video club program developed and its implications for practice.