Miriam Gamoran Sherin
Professor, Learning Sciences
Director of Undergraduate Education, School of Education and Social Policy
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 467-3990
Fax: (847) 491-8999
BiographyMiriam Gamoran Sherin's research interests include mathematics teaching and learning, teacher cognition and the role of video in teacher learning. Mathematics Teacher Noticing: Seeing through Teachers' Eyes, edited by Sherin, V. Jacobs, and R. Philipp, received the AERA Division K 2013 Excellence in Research in Teaching and Teacher Education award. Recent articles appear in Journal of Teacher Education, Teaching and Teacher Education and Journal of Mathematics Teacher Education. In 1996 Sherin received a postdoctoral fellowship from the James S. McDonnell Foundation to examine the demands that mathematics reform places on teachers' knowledge. In 2001 she received a postdoctoral fellowship from the National Academy of Education and the Spencer Foundation to examine how video clubs can support the development of teachers' professional vision. Sherin was also awarded a five-year Early Career Grant from the National Science Foundation to study the ways that video can support teacher learning. In April 2003, Sherin received the Kappa Delta Pi/American Educational Research Association Division K Award for early career achievements in research on teaching and teacher education.
|1996||PhD, Science and Mathematics Education||University of California, Berkeley|
|1987||MA, Mathematics||University of California, San Diego|
|1985||BA, Mathematics||University of Chicago|
Selected PublicationsSherin, M. G., & Sherin, B. L. (2008). Moving from shared data to shared frameworks. Journal for Research in Mathematics Education Monograph: 185- 194.
Gomez, L., Sherin, M. G., Griesdorn, J., & Finn, L. (2008). Exploring the role of technology in pre-service teacher preparation. Journal of Teacher Education: 117-131.
Sherin, M. G., Russ, R., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education: 27-46.
van Es, E. A. & Sherin, M. G. (2008). Mathematics teachers ”learning to notice” in the context of a video club.. Teaching and Teacher Education: 244-276.
Linsenmeier, K., & Sherin, M. G. (2007). What?, Wow!, and Hmm…: Video clips that promote discussion of student math thinking. Journal of Mathematics Education Leadership.
Mendez, E. M., Sherin, M. G., Louis, D. A., (2007). Multiple perspectives on the development of a classroom discourse community. Elementary School Journal.
Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs in R. Goldman, R. Pea, B. Barron, & S. Derry , Video research in the learning sciences.
Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education 13(3): 475-491.
Sherin, M. G., & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20: 163-183.
Sherin, M. G. (2004). New perspectives on the role of video in teacher education in J. Brophy Ed., Using video in teacher education (pp. 1-27). NY: Elsevier Science.
Sherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20(2): 119-150.
Sherin, M. G. (2001). Developing a professional vision of classroom events in Wood, T., Nelson, B. S., & Warfield, J. (Eds.), Beyond Classical Pedagogy: Teaching Elementary School Mathematics (pp. 75-93). Hillsdale, NJ: Erlbaum.
Sherin, M. G., Sherin, B. L., & Madanes, R. (2000). Exploring diverse accounts of teacher knowledge. Journal of Mathematical Behavior: 18(3), 357-375.
Sherin, M. G. (2000). Facilitating meaningful discussions about mathematics. Mathematics Teaching in the Middle School: 6(2), 186-190.
ProjectsFreezing Time: Using Digital Video to Help Teachers Reason About Classroom Events.
Understanding the Role of Video in Teacher Learning
Research InterestsMathematics teaching and learning; teacher cognition and teacher education.
|LRN_SCI 434||Teacher Thinking & Learning This course examines recent research on teacher cognition, with particular attention to the knowledge teachers bring to their work. We discuss the key components of knowledge for teaching, how that knowledge is organized and accessed, and the relationship between teachers’ knowledge and their instructional practices. We also investigate teacher learning, that is, how teachers develop the knowledge needed for teaching. We consider both the case of novice teachers learning to teach, as well as the case of veteran teachers learning to make changes in their practices.|
|LRN_SCI 451||Topics: Professional Development in Teacher Learning This course examines the nature of professional development for teachers in the context of reform. We briefly review recent research on teacher cognition and consider the implications for professional development. Next we explore issues related to the format and structure of professional development programs — who should receive professional development, when, where, and how. Finally, we examine the content of several innovative professional development programs including case discussions, lesson study, and video clubs. This course is designed as a follow-up to LS 434 — Teacher Thinking and Learning. A number of readings from LS 434 will be considered as background material for this course. A portion of each class meeting will be spent analyzing professional development activities for teachers. We will use the theoretical perspectives presented in the weekly readings as a starting point for these analyses. We will examine both the design of various programs as well as what teachers learn as they engage with a given program and how this learning takes place. Students will be invited to bring data from current research projects for the class to examine in this context.|
|MS_ED 407||Research and Analysis in Teaching and Learning II: Literature Review and Methodology The course is a forum in which to investigate the paradigms and approaches to educational research that participants can utilize in their Master's Projects. Participants discuss and refine their research questions and examine methods of data collection within the framework of research plans they design for their projects. Teacher research and action research are particularly emphasized for practitioner researchers. Participants investigate criteria used to evaluate research relevant to education and experience peer review of their own research.|
|MS_ED 408||Research and Analysis in Teaching and Learning III: Analysis, Interpretation, and Dissemination The course helps course participants refine the reflective skills required of educators in complex social institutions such as schools, businesses, and nonprofit organizations and develop effective problem-identification and -solving approaches. Intensive analysis and discussion of questions encountered in elementary and secondary schools. Students present their Master's Project in this course.|
|MS_ED 457||Methods & Techniques of Teaching: Mathematics The course introduces teaching and learning strategies that aid course participants in becoming effective educators in the secondary school setting. Emphasizing current research, the course is a comprehensive study of teaching methods in mathematics. Lesson and unit planning and assessment of student learning are elements of the seminar.|
|TEACH_ED 357||Methods & Techniques: Secondary Mathematics Analysis of literature, research, and teaching methodologies related to the content area. Focuses on learning experiences, methods, and educational techniques appropriate for middle and high school students. Concurrent registration in 378 or 379 required.|
|2008||Cognition and Instruction||Member|
Last Updated: 2013-09-26 15:30:01