Profile
Miriam Sherin

Miriam Gamoran Sherin

Professor, Learning Sciences
Director of Undergraduate Education, School of Education and Social Policy

Annenberg Hall
Room 313
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 467-3990
Fax: (847) 491-8999
Biography
Miriam 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.

Websites
professional-vision.org

Research/Scholarship

Education
Year Degree Institution
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 Publications
Sherin, M. G. & Russ, R. (2014). Teacher noticing via video: The role of interpretive frames. In B. Calandra & P. Rich (Eds.) Digital video for teacher education: Research and practice. New York: Routledge.

Sherin, M. G., Russ, R., & Sherin, B. L. (2013). Integrating noticing into the modeling equation. In Y. Li & J. Moschkovich (Eds.) . Mathematical cognition and beliefs in teaching and learning: 111-124.

Sherin, M. G., Jacobs, V. R. & Philipp, R. A. (Eds) (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. Routledge.

Sherin, M. G., Russ, R. S., Colestock, A. A. (2011). Accessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.). Mathematics teacher noticing: Seeing through teachers’ eyes: 79-94.

Sherin, M. G., & van Es., E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education: 60(1), 20-37.

Sherin, M. G., Linsenmeier, K., & van Es., E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education: 60(3), 213-230.

Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies: 41(4), 467-500.

Sherin, 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. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teacher Education: 5, 205-233.

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.

Projects
Freezing Time: Using Digital Video to Help Teachers Reason About Classroom Events.
Understanding the Role of Video in Teacher Learning


Research Interests
Mathematics teaching and learning; teacher cognition and teacher education.

Teaching/Advising


Courses
MS_ED 406 Research and Analysis in Teaching and Learning I: Question Development and Methodology In this course students discover and develop a personally meaningful action research topic for a Master’s Project intended to improve teaching practice. In addition to refining a research question, students develop a rationale for their research and conduct a preliminary search of literature relevant to the research topic. Students are introduced to a variety of relevant methodologies for collecting data including observations, interviews, surveys, and focus groups. Two mandatory class sessions designed to assist in the data collection for the Master’s Project are held during the Winter term.
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 449 Teacher Thinking & Learning This course reviews current research on teacher thinking and learning. In particular, it examines the knowledge needed for teaching and how to support teacher learning by establishing a community of learners. Participants will design supports for teacher learning at their schools through an examination of existing teaching routines and a diagnosis of challenges particular to the school.
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.
MS_ED 471 TARP: International Perspectives on Mathematics Teaching Practices
MS_ED 472 TARP Topics: Using Video to Investigate Student Mathematical Ideas
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.


Service/Recognition


Editorial Boards
Year Journal Name Position
2008 Cognition and Instruction Member





Last Updated: 2015-07-15 09:22:24