Using silent video tasks for formative assessment
Silent video tasks are currently being developed in collaboration with four mathematics teachers in different upper-secondary schools in Iceland. In silent video tasks, teachers invite students to watch a short silent mathematics film and ask them to work in pairs to prepare and record their voice-o...
| Main Authors: | , , |
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| Format: | Conference Object |
| Language: | English |
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DuEPublico: Duisburg-Essen Publications online, University of Duisburg-Essen, Germany
2020
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| Online Access: | https://dx.doi.org/10.17185/duepublico/70763 https://duepublico2.uni-due.de/receive/duepublico_mods_00070763 |
| Summary: | Silent video tasks are currently being developed in collaboration with four mathematics teachers in different upper-secondary schools in Iceland. In silent video tasks, teachers invite students to watch a short silent mathematics film and ask them to work in pairs to prepare and record their voice-over to the video. Next, teachers listen to students’ solutions and plan a follow-up lesson in which they initiate a whole-group discussion. The data collection focused on the teachers’ expectations and experiences with the silent video task. Thus, the teachers were interviewed before and after assigning the task, and after the follow-up lesson to better understand their experiences. This paper focuses on one of the four participating teachers and discusses the potentials of silent video tasks as means of formative assessment. : Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14: Essen, Germany, 22nd to 25th of July 2019, p. 189 |
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