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Mathematical Vocabulary Videos in Multiple Contexts: A Pedagogical Tool
PROCEEDINGS

## Lorrie Webb, Robin Kapavik, Texas A&M University-San Antonio, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

## Abstract

The authors designed a research project in which pre-service teachers were given the opportunity to use a digital video recorder to define mathematical vocabulary in multiple contexts. This notion of providing “different facets” to mathematical vocabulary prompted the researchers to ask the following questions: 1. How will creating a video for instruction affect pre-service teachers’ attitudes about teaching mathematics, if at all? 2. How will creating a video for instruction affect pre-service teachers’ self-efficacy pertaining to the assignment, if at all? The data derived from this study involved pre-service teachers’ use of video recorders, which were purchased through a grant funded by the Southwest Teaching and Learning Conference. The results allowed the participants to not only attach visual meanings to the terms, but also to conceptualize the terms in multiple contexts, not necessarily math-related. In addition, the pre-service teachers’ attitudes towards mathematics improved, and their self-efficacy in using technology increased.

## Citation

Webb, L. & Kapavik, R. (2012). Mathematical Vocabulary Videos in Multiple Contexts: A Pedagogical Tool. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4482-4489). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2020 from https://www.learntechlib.org/primary/p/40317/.

### Keywords

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