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The Use of Screencasting to Transform Traditional Pedagogy in a Preservice Mathematics Content Course
ARTICLE

, , , Northern Arizona University, United States

JCMST Volume 32, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Screencasting, or digital recordings of computer screen outputs, can be used to promote pedagogical transformation in the mathematics classroom by moving explicit, procedural-based instruction to the online environment, thus freeing classroom time for more student-centered investigations, problem solving, communication, and collaboration. This paper reports on the findings of a research project that investigated the effects of such a transformation on student attitudes and achievement in a university level “Mathematics for Elementary Teachers” course. Students in one section of the course experienced a transformed pedagogy through the use of screencasted lectures while students in another section received the more “conventional” instructional approach. The project employed a mixed methods design that included a pre-post content exam, a pre-post mathematics attitude survey, open-ended student responses, and instructor insights. Findings indicate that using screencasting to free up class time for more student-centered interaction and problem solving has positive effects on both student learning and student attitudes toward mathematics. In addition, student open-ended responses and instructor insights underscore several beneficial outcomes of such a pedagogical tranformation. Implications of this project focus on factors related to student learning, classroom pedagogy, and curriculum design.

Citation

Guerrero, S., Baumgartel, D. & Zobott, M. (2013). The Use of Screencasting to Transform Traditional Pedagogy in a Preservice Mathematics Content Course. Journal of Computers in Mathematics and Science Teaching, 32(2), 173-193. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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