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The Robert B. Davis Institute for Learning Collection of 300+ videos (100+ hours) consists of observational videos of students learning mathematical concepts. The videos were captured through a series of research projects studying the same student sample, from first grade through high school, 1992 to the present. The collection consists of video clips edited to highlight evidence of student reasoning and effective teaching practices as well as raw footage suitable for education and child development research. More...
The Video Mosaic Collaborative is a virtual community of practice open to researchers in education, child development and complementary specialties, as well as to teacher educators and pre-service and in-service mathematics teachers. The VMC members use the RUAnalytic tool to excerpt, annotate and analyze the longitudinal video data of the VMC collection.

If you want to join, please first read the VMC Community Code of Conduct. You are required to abide by all the terms and conditions of the VMC Community Code of Conduct.

Then complete the VMC Community application form. Participation is limited to those engaged in educational research, training and practice but this covers a wide range of participants, including education faculty, government employees, professional education service providers and K12 educators. Please join us! More...
Analytics represent a unique form of publication that integrates research data (observational videos) with the analysis and interpretation more commonly found in journal articles, dissertations and books. More...
The Video Mosaic Collaborative (VMC) is an interactive collaboration portal designed to enable researchers, teacher educators, and teachers to analyze and utilize real classroom videos shot over a span of 20+ years to make new discoveries in math education and transform mathematics research, teaching and learning. More...
The audience for the VMC is wide ranging, but focuses on researchers, teacher educators and practicing teachers.

The interactive and collaborative nature of the VMC allows researchers to craft new teaching methods and to make new discoveries about student learning while enabling practicing teachers and teacher educators to use and construct interventions for classes, individual students and other scenarios. More...
Research Stories
Studying Students

Romina's Story
What does mathematical reasoning look like? How do we listen for a convincing argument? As a middle school teacher in New Jersey, I am immersed daily in the development of my students' mathematical ideas.

Teaching Teachers

Judy's Story
I began my forty-year career in education as a middle school math teacher. When I briefly took time to stay home and raise my children, I co-authored two math workbooks for McGraw Hill and taught developmental math and math education courses to undergraduate and graduate students at Rutgers University.