Video in a Mathematics classroom


Have you ever tried to find a different way to present material in a math classroom 
other than direct instruction?



For some students, they struggle with explaining how they worked out a problem by working out the steps. Often times, if you ask them, they can tell you how they got through the process but couldn't connect those thoughts to write them on paper. One of the suggestions that I have heard in several Professional Developments was to have students record a video of their explanation. I wasn't sure how I to make that work but throughout this graduate level course, I am researching and finding ways that I think I can make it happen for my students. It helps now that my students have 1-1 technology access. You can have students work a problem out while speaking it out loud in the video. Or maybe if you are short on time, maybe you can have students record lessons that they have created to teach others in the class. 

According to Differentiated Teaching (2021), "Therefore, instructional videos are a fantastic way of improving students' skills and making sure they've truly got the strategy down to the point that they can teach it to others." (para. 12)

I highly recommend that you look at this webpage. It only contains 5 ways to use videos in the math classroom but sometimes too many options can be overwhelming so this is a great place to start. 5 Easy Ways to Use Video to Engage Learners with Math

It is good for students to learn how to create appropriate videos. Most students don't know how to do them professionally. "The development of videos in many organizations falls on the same professionals who are writing and designing creative content for the organization." (Lawrence, 2022, p. 112) In order for students to make videos professionally they need to consider the acronym MINDFUL - Monitor your reading and writing, Identify the claim, Note the evidence, Determine the framework and the mindset, Facts, Understand the counter-argument, Leverage your response. (Turner & Hicks, 2016, p. 109-110) It is my responsibility as their teacher to teach the students to create appropriate videos. My job is to educate students to be successful in life. It is not always just about math in the classroom. 

If you are reading this blog and have great ways to help me monitor that student's videos are being created with appropriate content and flow before they send them to me or post them publicly, I would love to hear them. I feel as if it is easier to critic the final project but would like to be able to grade the process in action. 



Please click the link and watch my video. - Huckabaa's video



References

Differentiated Teaching. (2021, March 9). 5 Engaging Ideas for Teaching Math with Video. https://www.differentiatedteaching.com/teaching-math-with-video/

Lawrence, D. (2022). Digital Writing: a guide to writing for social media and the web.    Broadview Press.


Turner, K. & Hicks, T. (2016) Argument in the Real World: Teaching Adolescents to Read  and Write Digital Texts. Heinemann


Comments

  1. Kim BlackenburgJuly 24, 2024 at 1:09 PM

    I like the idea of students recording an explanation of their mathematical thinking or even recording lessons to teach each other. I think this would be a great way to understand how students are thinking. It also provides them a unique medium to express their thinking. "We are visual creatures as much as we are textual creatures. And on the web, text, visuals, and video interact with one another" (Lawrence, 2022, p. 109). Student created video also requires that students synthesize information in order to create a new product that displays their mastery of concepts. "Student Created Video could support the student learning and encourage learners to construct new knowledge as they were exposed to the video-making activity, meanwhile, it could also improve student motivation and active learning engagement" (Anas, 2019, p.39).

    References

    Anas, I. (2019). Behind the scene: Student created video as a meaning-making process to

    promote student active learning. Teaching English with Technology, 19(4), 37-56.

    Lawrence, D. (2022) Digital writing: a guide to writing for social media and the web. Broadview

    Press.

    ReplyDelete
  2. Meredith BarkerJuly 24, 2024 at 8:07 PM

    I love the versatility of videos in the classroom. Whether it is to spark students' creativity or allow them to author their videos, there are endless possibilities! Short 30-60-second videos on social media typically receive the most engagement (Dopson, as cited by Lawrence, 2022, p. 114). Knowing this, I encourage your students to make quick videos of their explanations; then, they can spend time watching their peers' videos. This would allow student growth as they praise and ask questions about each other's mathematical strategies. After conducting a study on the effects of peer reviews, Vattoy & Gamlem (2023) discovered that "self-monitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices" (para. 1). Students benefit in multiple ways when they can record their math explanations and review their peers videos. 

    References

    Lawrence, Dan. (2022). Digital writing: A guide to writing for social media and the web. Broadview Press.

    Vattøy, K. D., & Gamlem, S. M. (2023). Students' experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics. Scandinavian Journal of Educational Research, 68(5), 904–918. https://doi.org/10.1080/00313831.2023.2192772

    ReplyDelete
  3. Laken RoperJuly 24, 2024 at 8:23 PM

    I love your spin on video in digital writing! I have always loved math, but to some it is not their favorite. My oldest struggles greatly in this subject, and gets so frustrated explaining herself. Your blog post offers some fascinating insights into using video in mathematics education. I particularly appreciate your emphasis on how video can help students who struggle to explain their problem-solving process in writing. This aligns well with the concept of "Authoring with Video" (AWV) described by Strassman and O'Connell (2007), who note that "AWV encourages students to formally recognize this ability as a skill that has its roots in writing."

    Your post has inspired me to think about how I might incorporate simple video projects into my kindergarten math lessons. ... possibly having students record themselves counting objects or explaining basic addition using manipulatives.

    Thank you for sharing these valuable insights!

    Reference:
    Strassman, B. K., & O'Connell, T. (2007). Teaching tips: Authoring with video. Reading Rockets. https://www.readingrockets.org/topics/curriculum-and-instruction/articles/teaching-tips-authoring-video

    ReplyDelete

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