Online educational videos according to specific didactics: the case of mathematics / Los Vídeos educativos en línea desde las didácticas específicas: el caso de las matemáticas

Abstract

The vast number of online educational videos available at the moment has generated an emerging area of research concerning their level of suitability. This study considers the epistemic quality of educational videos on mathematics, focusing on the specific content of directly proportional distributions. A qualitative study is used, based on the application of theoretical and methodological tools from the onto-semiotic approach to knowledge and mathematics instruction, principally the notion of epistemic suitability and the identification of algebraic levels. The sample consists of the 31 most popular videos in Spanish on YouTube™ on directly proportional distributions. Analysis reveals interesting results on these kinds of resources. In general, it is observed that they are weak in epistemic suitability, which does not seem to affect their level of popularity. Moreover, the existence of videos with inaccurate arguments or incorrect procedures, together with the diversity of algebraic levels used, indicates that teachers should be careful when selecting them and only recommend those that better suit their students' needs.

Theory of didactical suitability: An enlarged view of the quality of mathematics instruction

“…Consequently, experiences have been designed for teachers to know and appropriate the suitability tool, as this will allow them deeper, argued, and systematic reflection Giacomone et al, 2018). GASMIP instrument can be applied to the analysis of instructional processes of other teachers in the context of specific training actions, in self-training processes by teaching teams involved in action research processes, or in the analysis of curricular materials, such as textbooks (Castillo & Burgos, 2022a, 2022b and educational videos (Beltrán-Pellicer et al, 2018).…”

An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom

“…An example of attending to curricular aspects is that, when analyzing the suitability of the videos of channels like YouTube TM for teaching proportional distribution problems, great disparities in content representativeness are observed [45]. Content difficulty should be accounted for.…”

Análisis de contenido de una experiencia formativa a través de aula invertida

“…A lo anterior, se suma la oportunidad de aprender a aprender, desarrollar sus habilidades sociales, promover sus valores y asumir responsabilidades practicando sobre realidades expuestas que sustentan sus saberes (Simons et al, 2000); además, las metodologías activas logran vincular a los aprendices con otros y así sentirse parte de un grupo o equipo, situación que los anima de manera emocional e intelectual, superando sus niveles actuales de conocimientos y aptitudes (Silberman, 2006 Una vez comprendido el concepto de metodologías activas se procede a plantear el significado del aula invertida o flipped classroom, no sin antes aclarar que esta práctica proviene del aprendizaje invertido (Garduño y Dugua, 2018), proceso en el que hay que transformar el espacio de clase en un lugar de aprendizaje activo, donde lo que el profesor debe hacer es diseñar actividades que consigan que el estudiante se involucre en tareas de mayor nivel cognitivo, para que entonces el aula se convierta en un espacio de aprendizaje dinámico y activo (Beltrán et al, 2018;Santiago y Bergmann, 2018).…”