(Re)Representing Communication in Mathematics Teaching: The Role of Researcher Identities in Video Analysis

This study describes the process of (re)representing video recordings of mathematics teaching, from the perspective of three researchers with different identities and experiences. The data stem from research meetings that took place over the course of a semester, where each researcher used the same video clip to create a representation of communication. The representation was carried forward throughout the semester by refining it based on questions and feedback from team members and by analyzing additional video clips. This study provides insight into how researcher identities and opportunities for play make space for creating novel and explorative representations of mathematics teaching. Implications for future video analysis will be discussed.