Tools for supporting teacher noticing about classroom video in online professional development

Abstract Teachers’ noticing of students’ mathematical thinking plays an important role in supporting student learning. Yet little is known about how online professional development (PD)—a growing setting for PD the USA—can cultivate this noticing. Here, we explore potential using two tools engaging video to support K-2 teachers’ context a six-week video-based program. While participating program, teachers used commenting tool that allowed them view its entirety and write summary note, as well tagging mark moments while viewing associate notes with those moments. We found regular use promoted their increased video. Further, appeared function complementary ways These findings contribute field’s understanding technological advances can study mathematics teacher noticing, implications design learning environments.