Low-Cost Videos for Learning Mathematics by Teaching

Contemporary Issues in Technology and Teacher Education, 2010

What about the mathematics teachers? Are they prepared to guide student learning of mathematics for the 2010’s and beyond? The National Council of Teachers of Mathematics (NCTM) established its Technology Principle in its Principles and Standards of School Mathematics, “The existence, versatility, and power of technology make it possible and necessary to reexamine what mathematics students should learn as well as how they can best learn it” (NCTM, 2000, p. 25).

The unique features of video, most particularly its ability to communicate on an a ective plane, make i t an important t o o l i n mathematics learning. This is particularly so at the secondary-tertiary interface, where students and teachers face a particular combination of problems. In this paper, we provide evidence for this thesis, based on our experience making and using video-based learning packages and researching their e ectiveness.

International Journal of Academic Research in Business and Social Sciences, 2018

Mathematics is a fundamental subject for all courses especially in engineering, business and economics. A good understanding of mathematics will help in daily activities and in many other situation either in simplified or complex forms. However, some students may have difficulties learning this subject and often felt that they need extra help from different resources. One of the learning methods that commonly used is through visualization where students view video in order to understand the topic. This study aimed to identify the technical criterion in producing an effective video to assist the process of teaching and learning. The main instrument implemented is by conducting a survey and follow-up by assessment questions with the respondents. The response and comments from the student's perspective are taken as a guide to help educators to improve video making in learning mathematics.

International Journal of Science and Management Studies (IJSMS)

This study sought to examine the efficacy of the teacher-made video-based instruction at a public technical vocational high school. It used a posttest only design. Seventy (70) ninth-grade students who are the respondents of the study were divided into two – control and experimental groups. Both groups employed the same self-learning modules however the experimental group utilized the teacher-made videos. Each week for eight weeks, individual scores were collected and analyzed using a paired sample t-test. The findings revealed that the experimental group had higher posttest scores compared to the control group. Consequently, the experimental group performed better than the control group. It is concluded that the teacher-made video-based instruction improved the students’ mathematical achievement. It is recommended that more studies be conducted to measure students’ level of retention and engagement on video-based instruction using analytics.

Traditional tests may be less direct in determining the degree of students? learning. With the presence of several gadgets nowadays such as webcams, phone cameras and social media in the lives of the students, asking them to create videos to discuss mathematical concepts or determine a real-world scenario showcasing the geometric theorems provided the instructor some insights into students? thinking beyond the paper-pen test. This study involved seventy-one freshmen students who constructed four videos spread in one semester in Solid Geometry course. Majority of the students reported that they learned new skills such as video editing and using video software while completing the requirements. They also expressed some social, leadership, self-confidence and time management skills were learned. Patience working with a partner was expressed as a virtue developed in doing the video projects. Students shared their experiences in terms of planning, organizing, collaborating, writing and analyzing. Though it was the first time for students to have a course with videos as one of the sources for assessment, majority agreed that it was an appropriate strategy for their instructor to determine the extent of their learning. Student feedback was presented and discussed in the paper. Amount of time needed to do the video requirement was the one of the difficulties students need to deal with. They also presented their suggestions for a more excellent academic experience with the course. The videos showed the level of critical thinking used as well as creativity to explain some mathematical concepts. It is believed that asking the students to create the video played a critical role in increasing not only the passing rate but the degree of understanding of the concepts.

2015

This paper presents the literature reviewed to reflect on the advances in multimedia in the teaching of mathematical problem solving. The use of multimedia in teaching mathematical problem solving has become a need in the 21 century. Multiple resources in addition to text material are necessary to stimulate prior learning. The stimulated prior knowledge can be encoded in the students’ memory in the context of the new knowledge; and then exploration on the problem posed can be advanced. In exploring the problem students can formulate conjectures, and then confirm and prove the conjectures to ultimately provide the solution. The purpose of this paper is to highlight the 21 century innovations in multimedia to enhance the teaching of school mathematics. The paper prompts a need in mathematics teachers to keep pace with developments in teaching resources. The paper also contributes in providing knowledge on the kinds of 21 century resources to be considered in mathematics classrooms, an...

Cornell University - arXiv, 2022

This article presents some technical and pedagogical considerations about a series of videos made by the authors to teach elementary theory of differential equations. Intended to be a pedagogical support for undergraduate students of scientific curricula, these videos provide rigorous mathematical contents in a form that takes into account the specificities of the tool. Videos for teaching mathematics should be seen as a specific way for providing rigorous scientific content to learners, and should not be reduced to oral manuals or standard classroom lessons. Research Contribution: Arij Bouzelmate and Benoît Rittaud are searcher and teacher in mathematics. Arij Bouzelmate is a specialist in partial differential equations and director of LaR2A. Benoît Rittaud is a specialist in discrete mathematics and is involved in popularization of mathematics.

International Journal for Research in Applied Science and Engineering Technology (IJRASET), 2022

Education is a lifelong process that makes an individual’s transformation in order to become competitive and survive life’s challenges. It is a process in which an individual acquires the skills, knowledge and competencies necessary in life. In its broadest sense it is a form of learning in which knowledge, skills and habits of learners are transferred from one generation to another. Through education, people become equipped with the essential knowledge, usable skills, rightful attitudes, and moral values. Furthermore education plays a huge and vital role in the development of every individual.