Abstract

In this article, we describe the design and implementation of a professional development course based on the video club methodology, involving 21 Chilean primary school teachers. We supported teachers in noticing students' algebraic thinking in order to make decisions based upon their professional knowledge. The objective was to make teachers pay attention to both the algebraic content and the practices evidenced in students' strategies. The video club consisted of seven sessions, and its design was adapted to the dynamics and characteristics of the participants. In each session, we selected videos that highlighted key aspects of algebra learning and teaching at these educational levels. We conclude that the video club was a useful tool for addressing students' thinking and fostering ongoing professional development.