IMAP Integrating Mathematics and Pedagody
IMAP Integrating Mathematics and Pedagogy
Type of Video
There is a range of videos the majority are individual, task based interviews, but there are also some that are whole class and some that are small group
Length of Videos
Most of the videos are quite short, less than two minutes. A small number of videos (about 10) are longer than 8 minutes. The longest video is 14 minutes.
Number of Videos
Number and Operations in the primary grades; addition, subtraction, division and multiplication of whole numbers, decimals and fractions, place value, identifying and comparing fractions, a variety of story problems.
Description of the Videos
Most of the videos are individual task-based interviews in which students solve problems concerning number and operations and explain their thinking. Some of the videos are solving problems in context, and some are “naked” problems, out of context.
A smaller number of the videos are of students working in small groups, and an even small number of videos are of whole class discussions.
Each of the videos also has a transcript, which can be viewed electronically alongside the video, as well as as a table of “related info” which includes a list of the categories the video fits into (i.e. latina student, whole number addition), a short description of what happens in the clip, some important things to notice, and a list of other clips that the child is in.
The videos are categorized in a number of ways (gender, grade, ethnicity, content, teaching/interviewing, strategy, miscellaneous). The viewer can select videos that meet certain category criteria (i.e. addition of fractions or female, 4th grade, African American, doing addition).
Usefulness of the Videos
Although these videos are not specifically about secondary mathematics, they are an excellent example of how to interview children, and provide tremendous opportunities for viewers to make sense of student thinking. Student thinking is generally quite visible and often surprising.
For secondary teachers and teacher candidates, these videos can illuminate how complex and difficult elementary mathematics can be for many children, and what the sources of some of the difficulties (and possible areas of strength) that their own students may have.
These videos also provide opportunities to see students solving problems on their own, engaging in sophisticated reasoning.
In addition to the transcripts and overviews, as well as the ability to search the videos based on certain criteria, there is a facilitators book that provides a set of frameworks that both situate the videos in an overall understanding of mathematics teaching and learning, and guide the ceation and use of the videos themselves.
The guide is available from Amazon
San Diego State University Research Foundation; Randolph Philipp, Candace Cabral, Bonnie Schappelle
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