SESP Faculty

Miriam Gamoran Sherin

Faculty Profile

Miriam Gamoran Sherin assumed the role of Associate Provost for Undergraduate Education September 1, 2018. Sherin is also the Alice Gabrielle Twight Professor of Learning Sciences in the School of Education and Social Policy.

Sherin joined the Northwestern faculty in 1997 and has served in a number of leadership roles during her more than 20 years with the School of Education and Social Policy including Director of Undergraduate Education and Associate Dean for Teacher Education. Sherin’s research seeks to improve our understanding of how teachers think and learn by examining a broad range of teacher knowledge across a variety of cognitive tasks. Most recently her research has focused on the construct of teacher noticing, looking specifically at teachers’ professional vision — the ability to identify and respond to significant events in the moments of instruction. For over two decades Sherin has been at the forefront of efforts to design and study contexts that make use of video in ways that promote teacher learning. Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes, edited by Sherin, V. Jacobs, and R. Philipp, received the 2013 Excellence in Research in Teaching and Teacher Education award from the Teacher and Teacher Education Division of the American Educational Research Association. In 2016, Sherin, along with her colleagues K. Linsenmeier, J. Walkoe, and M. Mulligan were awarded the Outstanding Publication Award for Linking Research and Practice from the National Council of Teachers of Mathematics.

As Associate Provost for Undergraduate Education, Sherin’s priorities are to enrich the educational experiences of Northwestern’s 8,000 undergraduate students through collaborative cross-school and cross-unit undergraduate initiatives. She places a high priority on exploring strategies to promote success on the part of students who are underrepresented minorities, first-generation, and/or low income and who may come to Northwestern from under-resourced high schools.

Sherin holds a B.A. and M.A. in mathematics from the University of Chicago and the University of California, San Diego respectively. She received her Ph.D. in Science and Mathematics Education from the University of California, Berkeley.

Mathematics teaching and learning; teacher cognition and teacher noticing, the role of video in teacher learning.

Freezing Time Research Group

• 2022 – National Academy of Education
• 2016 – National Council of Teachers of Mathematics, Linking Research and Practice Outstanding Publication Award
• 2014 – Northwestern University, School of Education and Social Policy, Professor of the Year
• 2013 – AERA Division K Excellence in Research in Teaching and Teacher Education Award
• 2003 – AERA Division K Early Career Award
• 2002 – Society for Information Technology and Teacher Education Outstanding Paper Award

Dindyal, J., Schack, E. O., Choy, B. H., & Sherin, M. G. (2021). Exploring the terrains of mathematics teacher noticing. ZDM-Mathematics Education, 53, 1-16.

Dobie, T., Leatherwood, C., & Sherin, M. G. (2021). A look inside teacher-captured video. Journal of Technology and Teacher Education, 29(1), 45-66.

Richards, J., Altshuler, M., Sherin, B. L., Sherin, M. G., & Leatherwood, C. J. (2021). Complexities and opportunities in teachers’ generation of videos from their own classrooms. Learning, Culture, and Social Interaction, 28, 100490. 

Sherin, M. G., Richards, J., & Altshuler, M. (2021). Recording one’s classroom: A new source for teacher learning. Kappan, 103(2), 44-48.

van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM-Mathematics Education, 1-11.

Dobie, T. E., & Sherin, M. G. (2020). What’s in a name? Language use as a mirror into your teaching practice. Mathematics Teaching: Learning & Teaching PK-12, 112(5), 354-360.

Walkoe, J., Sherin, M., & Elby, A. (2020). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 23(4), 385-405.

Smith, M., & Sherin, M. G. (2019). The five practices in practice: Successfully orchestrating mathematical discourse in your middle school classroom. Corwin Press.

Sherin, M. G., & Dyer, E. B. (2017). Mathematics teacher self-captured video and opportunities for learning. Journal of Mathematics Teacher Education, 20, 477-495.

Luna, M. J., & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282-294.

Dyer, E. B., & Sherin, M. G. (2016). Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM, 48(1-2), 69-82.

Russ, R., Sherin, B. L., & Sherin, M. G. (2016). What constitutes teacher learning? Teacher learning and the balance of expertise. In D. Gitomer & C. Bell (Eds.), Handbook of Research on Teaching: Fifth Edition (pp. 391-438). Washington, DC: American Educational Research Association.

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.

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.

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.

van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.

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.