Mathematical videos, social semiotics and the changing classroom

Oechsler, Vanessa; Borba, Marcelo de Carvalho

doi:10.1007/s11858-020-01131-3

Cited by 17 publications

(6 citation statements)

References 18 publications

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“…The gesture descriptions are marked inside the speech transcript (italics and inside square brackets), which presents them as subordinate, a not-uncommon circumstance. Oechsler and Borba (2020), by contrast, rely on a series of photographs to represent students' gestures in their mathematical videos. El Mouhayar (2022b) provides an example of representing teacher and student gestures by means of a combination of images and gesture descriptions inside the speech transcript, some of which are not associated with the images documented.…”

Section: Topic 3: Multimodal Mathematical Communicationmentioning

confidence: 99%

Mathematics education research on language and on communication including some distinctions: Where are we now?

Planas

Pimm

2023

ZDM Mathematics Education

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In this article, we present a narrative review of mathematics education research on language and on communication over 2019–2022, but also look ahead by addressing challenges posed by the lack of distinction between language and communication. The persistence and significance of the problem of the distinction between language and communication are thus outlined in a historical moment of celebration of growth of research in the domain. Informed by the analysis of a selection of research journal articles and by our trajectories, we discuss influential topics in the recent discourse: multilingual mathematics classrooms; mathematics teacher education on language in mathematics teaching; multimodal mathematical communication; interaction and mathematics learning; mathematical language and discourse. We connect this with new emerging or old revisited concepts: instructional designing, gesturing, argumenting and languaging. We finish by further reflecting on multimodal mathematical communication and gesturing, and on the potential of expanding the notion of mathematics register towards a notion of mathematics communication register.

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Section: Topic 3: Multimodal Mathematical Communicationmentioning

confidence: 99%

Mathematics education research on language and on communication including some distinctions: Where are we now?

Planas

Pimm

2023

ZDM Mathematics Education

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“…Se refieren a vídeos interdisciplinarios, largos, de géneros periodísticos, que dedican tiempo a la pre y post-producción. Solo algunos estudios en Lengua Extranjera (Burston, 2005;Nikitina, 2010;Li, 2018) y Matemáticas (Oechsler & Borba, 2020) dan ejemplos de vídeos breves de su materia. Creemos que esta discrepancia ejemplifica la brecha real entre los docentes más innovadores, que ensayan tareas con tecnología nueva, y el sistema educativo general, más conservador y con menos capacidad para organizar proyectos interdisciplinares y dilatados en el tiempo.…”

Section: Discussionunclassified

“…Varios trabajos sugieren que la producción videográfica mejora la autonomía del aprendiz (Oechsler & Borba, 2020) y la creatividad (Yeh, 2018) o que promueve aprendizajes constructivistas (Nikitina, 2010) y colaborativos (Bustamante & Bustamante, 2013). Son estudios de caso particulares, en los que el docente-investigador implementa la producción videográfica en su asignatura, enfatizando sus logros y prescindiendo de las dificultades.…”

Section: Muchos Adolescentes Crean Vídeos Enunclassified

“¡Ya está! Me pongo a filmar”: Aprender grabando vídeos en clase

Cassany

Shafirova

2021

Rev. signos

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En los últimos años la producción y recepción de vídeos ha aumentado en la educación, gracias a la popularidad del móvil, a los programas gratuitos de edición y a la diseminación de las redes sociales. Este estudio explora cómo se utiliza el vídeo en las aulas españolas de secundaria, con una encuesta al profesorado (1.561 respuestas), con entrevistas en profundidad (11 docentes) y con un corpus de 203 vídeos de alumnos. Analizamos los datos con estadística descriptiva (encuesta) y análisis cualitativo de contenido (entrevistas y vídeos). Los resultados indican que la visualización de vídeos en clase es una práctica común casi para todo el profesorado, mientras que sólo algo más de la mitad plantea tareas de producción de vídeos. Esta se hace normalmente 1-2 veces por curso y raramente se utiliza para evaluar el aprendizaje, lo cual indica que la escritura mantiene una posición evaluativa preeminente. Los vídeos producidos son breves (2-6'), resultado de la cooperación entre varios alumnos, vinculados con una asignatura y con géneros diversos, pero suelen tener la verbalización de conocimientos como hilo conductor. En conjunto, realizar vídeos desde la clase es una tarea provechosa para alcanzar objetivos curriculares, fomentar un aprendizaje centrado en el alumno y desarrollar tres competencias transversales significativas como la cooperación, las destrezas digitales y creatividad. Los resultados también sugieren orientaciones para docentes y autoridades educativas en vistas al aprovechamiento de esta nueva práctica educativa.

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“…iii. Tools and resources: Different meanings associated with the idea of online resources and how their use is conceptualised in different mathematics teaching contexts, given the emergence of new online mathematics resources and ways of teaching (e.g., Oechsler & Borba, 2020). In this intervention, the lecturers used tools available on the UJ LMS (Blackboard) and other platforms (see sub-section 3.3).…”

Section: Durandt Herbst and Seloanementioning

confidence: 99%

Teaching and learning first-year engineering mathematics over a distance: A critical view over two consecutive years

Durandt

Herbst

Seloane

2022

pie

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This article reports on the empirical results and practical aspects concerning the teaching and learning of first-year engineering mathematics at a distance. The investigation over two consecutive years (2020 and 2021) is meant to yield prospects and contribute to the development of suitable pedagogies for online mathematics teaching and learning for engineering students in South Africa in the future. In 2020, lecturers were faced with a "sudden" shift from face-to-face to online teaching and the focus was to save the academic year and leave no student behind; in 2021 the situation was unchanged. Lecturers had to consider key aspects (such as the module structure, teaching theory and practice, and perspectives on "what can work") in the transition and continuation from face-toface to fully online and developing a suitable teaching and learning approach. Approximately 1000 first-year engineering students at the University of Johannesburg, South Africa, were exposed to the newly developed online teaching and learning approach in both years. The approach includes the following key elements: an evaluation of prior knowledge by a diagnostic test; an investigation of students' attitudes towards mathematics by means of the SATM questionnaire; weekly virtual lecture and tutorial sessions; weekly homework tasks; additional online resources; discussion forums between all role players (students, tutors and lecturers); online tutor support; the use of e-textbooks and online assessments via the university learning management system and an external platform (such as WeBWorK). Both years followed a similar approach, although slight changes were implemented in 2021. Descriptive statistics from key elements were used to monitor the students' involvement and progress in both years. Results show the teaching and learning approach is effective but has room for improvement. Particularly, the results encourage addressing the needs of the students and lecturers when implementing pedagogical aspects in learning mathematics at a distance.

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Mathematical videos, social semiotics and the changing classroom

Cited by 17 publications

References 18 publications

Mathematics education research on language and on communication including some distinctions: Where are we now?

Mathematics education research on language and on communication including some distinctions: Where are we now?

“¡Ya está! Me pongo a filmar”: Aprender grabando vídeos en clase

Teaching and learning first-year engineering mathematics over a distance: A critical view over two consecutive years

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Mathematical videos, social semiotics and the changing classroom

Cited by 17 publications

References 18 publications

Mathematics education research on language and on communication including some distinctions: Where are we now?

Mathematics education research on language and on communication including some distinctions: Where are we now?

&#8220;¡Ya está! Me pongo a filmar&#8221;: Aprender grabando vídeos en clase

Teaching and learning first-year engineering mathematics over a distance: A critical view over two consecutive years

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“¡Ya está! Me pongo a filmar”: Aprender grabando vídeos en clase