© 2015
Holly Clark-Porter

hollyclarkporter@gmail.com

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INSIDE MATHEMATICS

www.insidemathematics.org

Details   Content Domains    Video Descriptions

Usefullness of Video    Ancillary Material    Authorship

 

 

Level

Grades 1st-12th

 

Cost

These videos are available for free streaming on the internet. 

www.insidemathematics.org

 

Type of Video

Excerpts from classroom lessons and teacher reflections - prior to and following lesson. 

 

Note: The videos are separated into four collections: Public Lessons, Number Talks, Problem of the Month, Formative re-engaging lessons.

 

Length of Videos 

5-25 minutes   

 

Number of Videos

  • Number Talks: 5 different classroom lessons, 3 videos for each classroom

  • Problem of the Month: 9 videos

  • Public Lessons:  14 different classroom lessons, 10 - 20 videos for each classroom

  • Formative re-engaging lessons: 5 video

 

 

Content Domains

  • Elementary: Operations and Algebraic Thinking; Number and Operations in Base Ten; Numbers and Operations - Fractions; Measurement and Data; Geometry

  • Middle Grades: Ratios and Proportional Relationships; The Number System; Expressions and Equations; Geometry; Statistics and Probability; Functions

  • High School:  Number and Quantity; Functions; Geometry; Statistics and Probability; Algebra

 

Description of the Videos

All videos include a closed caption feature

 

Public Lesson

  • 14 sets of videos for entire Grade 2 - 12 classroom lessons, many of which include pre-lesson conversations and post-lesson debriefing with mathematical coaches, fellow teachers, and/or students

  • Most of the classroom lessons involve tasks created by the Mathematics Assessment Resource Service (MARS)

  • The videos of the classroom lesson are separated into temporal segments - usually 10-15 video segments per lesson.  Nearly all the lessons follow a launch, explore, and summarize structure.  All the lessons include whole class and small group activities.  The videos of the small group activities include different groups of students working on mathematics. 

Number Talks

  • The following is the website creators’ description of number talks:  “Number talks were developed for classroom teachers to engage students in “mental math” through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day’s mathematical practice, as “warm ups” for other lessons, or as stand-alone extended engagements with mathematical concepts.”

  • 5 sets of 3 videos for each Number Talk.  Most of the sets of videos include a pre-lesson conversation between the teacher and coach, the Number Talk enacted in a classroom, and a post-lesson debriefing between the teacher and the coach.

  • Most of the Number Talk classroom videos focus on a whole class discussion, but some include small group, pair and share interactions.

Problem of the Month

  • The following is the website creators’ description of the videos in the Problem of the Month collection: “Anna Yates School launched their schoolwide conversations about mathematics teaching and learning using the Problems of the Month. In the videos below, you’ll see how classrooms of different grade levels worked separately and together on different levels of the Problem of the Month “Party Time,” which requires logic, deductive reasoning, counting principles/strategies, and a variety of mathematical representations (depending on the grade level) such as tree diagrams, Venn diagrams, tables, charts, and matrices. Teachers and principals describe how they collaborated together on the problem-solving theme at their school, and in the culminating gallery walk students explain their thinking and share what they like about the Problems of the Month.”

  • There are nine videos in the collections.  Five of the videos are students in grades K-6 engaging in the different levels of the “Party Time” problem.  Four of the videos are pre-lesson and post-lesson conversations with teachers, principals, and students discussing the Problem of the Month project.  Some of the videos are separated into segments.

  • Many of the videos include the launching of the Problem of the Month task and then focus on small groups of students doing the task.  The videos capture the progress of different small groups of students as they work on task.

Formative re-engaging lessons

  • The website creators state: “Formative Re-Engaging Lessons involve a cycle of inquiry, instruction, assessment, analysis, selection, and re-engagement around a mathematical concept.”

  • The collection is a set of five videos from one classroom lesson.  The lesson is segmented into four videos and the fifth video is a pre-lesson conversation between the teacher and math coach.

 

Organization of videos

  • CCSS-M Content and Practice Standards:  Collection of excerpts from the public lessons videos illustrate students engaging in each of the eight mathematical practices and a variety of the mathematical content standards.  The collection allows the viewer to search by grade level, content standard, or mathematical practice.

  • Tools for principals, coaches, and teachers: Collection of videos for teachers include teachers reflecting on their learners, on teaching practices, and on each other’s teaching.  Collection of videos for coaches include coaches reflecting on lesson study, their role in teacher learning, reflecting on the mathematical tasks, and excerpts from the pre-lesson and post-lesson conversations for the public lesson video collection.  The video collection for principals includes the principals reflecting on their role in emphasizing the importance of mathematics teaching and learning in their respective schools.

 

 

Usefulness of the Videos

The collection of videos offer video representations of mathematics teaching and learning that can be used to demonstrate/model:

  • Setting-up/Launching a classroom mathematical activity in which students collaborate in small groups

  • Teachers interacting with students using different discourse structures (i.e. I-R-E, Funnelling, and Focusing)

  • Teacher transitioning between small group activity and whole class discussion/directions/lecture

  • Students engaging in mathematical activity with small groups of peers with and without the teacher

  • Teachers supporting students productive struggle

  • Teachers posing purposeful questions to individual students, small groups of students, and whole class

  • Teachers launching and implementing low-level and high-level cognitive demand mathematical tasks

  • Teachers, coaches, and students reflecting on their experiences teaching and learning during a classroom mathematics lesson

  • Teachers and coaches anticipating lessons, sharing their rationales behind pedagogical decisions, and interpretations of observed student behavior

  • Teachers and students in Bilingual classrooms

 

Ancillary Materials

  • Public Lessons

  • Written overview of the set of videos for the classroom lesson and each video in the set.

  • Written teacher and/or coach commentary about the mathematics teaching and learning in the videos.

  • Transcripts for nearly all the videos

  • Lesson plans, the mathematical task(s) from the lesson, and student work sample(s) from the classroom lesson

  • Number Talks

  • Written overview of each video in the Number Talk set

  • Transcript for each video

  • Problem of the Month

  • Problems of the Month Tasks

  • Transcripts of the videos

  • Formative Re-engaging

  • Overview of each of the video segments

  • Transcripts for the videos

  • Lesson plan, mathematical task in the lesson, pre- and post-assessments, supporting materials, and student work samples from the classroom lesson

 

Author/sponsor

Inside Mathematics is copyrighted by the Noyce Foundation

 

 

 

 
 
 
 
 
 

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