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Using Video Stimulus for Mathematical Open Inquiry: Problem-Posing and Investigations

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Bibliographic Details
Title: Using Video Stimulus for Mathematical Open Inquiry: Problem-Posing and Investigations
Language: English
Authors: Zorn, Kristin, Larkin, Kevin, Grootenboer, Peter
Source: Australian Primary Mathematics Classroom. 2022 27(2):31-35.
Availability: Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Peer Reviewed: Y
Page Count: 5
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Problem Solving, Mathematics Instruction, Video Technology, Inquiry, Active Learning, Elementary School Students, Grade 5, Cues, Teaching Methods, Educational Benefits, Teacher Role, Cooperative Learning, Peer Relationship
ISSN: 1326-0286
Abstract: Mathematical problem solving takes on many different forms and has long been established in school curricula with the terms, problems and problem solving taking on varied meanings. This article proposes a way of engaging students in mathematical open inquiry using a video clip as stimulus. It discusses findings from a recent study conducted in a Year 5 (9-10 years old) classroom in which the students' problem-posed and developed personal mathematical inquiries based on a video prompt. The article highlights the benefits for teachers and students in using video stimulus for open inquiry in Primary Mathematics classrooms.
Abstractor: ERIC
Entry Date: 2023
Access URL: https://primarystandards.aamt.edu.au/Journals
Accession Number: EJ1367729
Database: ERIC
Description
Abstract:Mathematical problem solving takes on many different forms and has long been established in school curricula with the terms, problems and problem solving taking on varied meanings. This article proposes a way of engaging students in mathematical open inquiry using a video clip as stimulus. It discusses findings from a recent study conducted in a Year 5 (9-10 years old) classroom in which the students' problem-posed and developed personal mathematical inquiries based on a video prompt. The article highlights the benefits for teachers and students in using video stimulus for open inquiry in Primary Mathematics classrooms.
ISSN:1326-0286