Exploring the Creation of Instructional Videos to Improve the Quality of Mathematical Explanations for Pre-Service Teachers
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| Title: | Exploring the Creation of Instructional Videos to Improve the Quality of Mathematical Explanations for Pre-Service Teachers |
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| Language: | English |
| Authors: | Kay, Robin, Ruttenberg-Rozen, Robyn |
| Source: | International Journal of E-Learning & Distance Education. 2020 35(1). |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education Elementary Education Grade 7 Junior High Schools Middle Schools Grade 8 |
| Descriptors: | 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 |
| Geographic Terms: | Canada |
| ISSN: | 2292-8588 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1278499 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2292-8588 |
