Miriam Gamoran Sherin

Biography

Miriam Gamoran Sherin is the Alice Gabrielle Twight Professor of Learning Sciences in the School of Education and Social Policy. 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. Sherin has also been at the forefront of efforts to design and study contexts that make use of video in ways that promote teacher learning.

She has served in a number of leadership roles during her almost 30 years at Northwestern, as Director of Undergraduate Education and Associate Dean for Teacher Education in the School of Education and Social Policy and most recently as Associate Provost for Undergraduate Education in the Office of the Provost, a position she held from 2018 – 2025.

Miriam earned 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.

Select Publications

• Scheiner, T., Sherin, M. G., van Es, E. A., & Kaiser, G. (2026). Towards theoretical synergies in mathematics teacher noticing. ZDM – Mathematics Education.
• Sherin, M. G. & van Es, E. A. (2026). Noticing student thinking to create equity. Mathematics Teacher: Learning and Teaching PK – 12. 119(1), 6-15.
• van Es, E. A., & Sherin, M. G. (2025). Exploring teacher noticing in practice: The role of shaping. ZDM Mathematics Education.
• Larison, S., Sherin, M. G. & Richards, J. (2025). Productive teacher noticing of critical events in an online video-based professional development course. Journal of Mathematics Teacher Education, 28, 1243-1266.
• Dobie, T. E., Dyer, E. B., Sherin, M. G., & Munson, J. (2025). The intersection of teacher noticing and the language of practice. ZDM Mathematics Education.
• Sherin, M. G., Richards, J., Sherin, B., van Es, E. A., Larison, S. (2024). Mathematics teacher noticing: How it started, How it’s going, What’s next. In Kosko, K. W., Caniglia, J., Courtney, S. A., Zolfaghari, M., & Morris, G. A., Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2266-2279). Cleveland, OH: Kent State University.
• Larison, S., Richards, J., & Sherin, M. G. (2024). Tools for Supporting Teacher Noticing in an Online Professional Development. Journal of Mathematics Teacher Education, 27, 139-161.
• 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.
• Sherin, M. G., Jacobs, V. R. & Philipp, R. A. (Eds) (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. Routledge.
• 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., Richards, J., & Larison, S. (2024). Professional vision and teacher noticing: Looking back and looking forward. In A. Gegenfurtner & R. Stahnke (Eds.) Teacher Professional Vision: Theoretical and Methodological Advances (pp. 29-42). Routledge.
• Sherin, M. G. (2017). Exploring the boundaries of teacher noticing. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.). Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 401-408). Springer.
• 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 (3-20). New York: Routledge.
• Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 383-395). Hillsdale, NJ: Erlbaum.