How Viewers Orient toward Student Dialogue in Online Math Videos

Autor/inn/en	Lobato, Joanne; Walker, Carren
Titel	How Viewers Orient toward Student Dialogue in Online Math Videos
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 38 (2019) 2, S.177-200 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Video Technology; Mathematics Instruction; Talent; Problem Solving; Algebra; Grade 9; Teaching Methods; High School Students; Secondary School Mathematics; Mathematics Activities; Student Attitudes; Classroom Communication; Observational Learning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Begabung; Hochbegabung; Problemlösen; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Klassengespräch; Imitationslernen
Abstract	Online math videos for student learning are abundant; yet they are surprisingly uniform in their monologic, expository mode of presentation and their emphasis on procedural skill. In response, we created an alternative model of online math videos that feature the unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving. Each video shows a pair of students (called the talent) next to their mathematical inscriptions, which allows other students viewing the videos (called vicarious learners) to clearly see both the talent and their work. Previous research has conceptualized vicarious learners as epistemically-detached spectators. In contrast, we found that the vicarious learners who participated in this study took an emotionally-involved, quasi-collaborative stance toward the talent in the dialogic online math videos. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01