Exploring the Creation of Instructional Videos to Improve the Quality of Mathematical Explanations for Pre-Service Teachers

Autor/inn/en	Kay, Robin; Ruttenberg-Rozen, Robyn
Titel	Exploring the Creation of Instructional Videos to Improve the Quality of Mathematical Explanations for Pre-Service Teachers
Quelle	In: International Journal of E-Learning & Distance Education, 35 (2020) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2292-8588
Schlagwörter	Student Developed Materials; Video Technology; Instructional Films; Demonstrations (Educational); Problem Solving; Mathematics Instruction; Instructional Improvement; Secondary School Mathematics; Preservice Teachers; Undergraduate Students; Mathematical Concepts; Feedback (Response); Cognitive Processes; Difficulty Level; Learner Engagement; Grade 7; Grade 8; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Lehrfilm; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Problemlösen; Mathematics lessons; Mathematikunterricht; Unterrichtsqualität; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Kanada
Abstract	One of the primary skills required by mathematics teachers is the ability to provide effective explanations to their students. Using Kay's (2014) theory-based framework for creating instructional videos, this study explored the quality and growth of explanations embedded in mathematical instructional videos created by 37 pre-service teachers (female = 26, male = 11). The Instructional Video Evaluation Scale (IVES), comprised of four constructs (establishing context, explanation heuristics, minimizing cognitive load, engagement), was used to assess the quality of two videos (pre-feedback and post-feedback). The initial video created by pre-service teachers (pre-feedback) revealed a number of problem areas, including providing a clear problem label, using visual supports, noting potential errors that might occur, writing legibly, highlighting key areas, listing key terms and formulas, being concise, and using a clear, conversational voice. After receiving detailed feedback based on the IVES, the ratings of the second video (post-feedback) for each of the initial problem areas increased significantly. The IVES scale, grounded on Kay's (2014) framework, helped identify and improve the effectiveness of pre-service teachers' explanations of mathematics concepts. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01