Developing and Investigating Unscripted Mathematics Videos

这个项目回应了最近网络教学视频广泛普及的现象，这些视频提供了许多好处，比如学生可以控制学习的速度。然而，这些视频主要集中在一个人解决程序问题，并提供一个解释。虽然免费在线教学视频的巨大覆盖范围具有潜在的变革性，但这种潜力只有在访问超越物理可用性的情况下才能实现，包括进入重要的学科理解和实践，并且只有当教学方法超越了在任何其他环境中被认为过时的教学方法，而不是数字环境。该项目将使用一种在线视频的替代模式，最初是为之前的探索性项目开发的，开发6个视频单元，以学生对的无脚本对话为特色。项目团队将使用之前拨款期间建立的拍摄和后期制作过程来创建一个包含6个对话数学视频单元的存储库，这些视频单元针对高中和高中学生的重要代数1和代数2主题，尽管该方法可以应用于任何年龄段的任何STEM主题。他们还将开展研究，调查这些无脚本对话视频对不同人群的前景，以更好地理解替代学习过程，即通过他人学习的视频或录音演示来学习。此外，项目团队将提供更广泛的访问项目视频并支持各种用户，通过以下方式：(a)为视频添加字幕并检查数学任务说明的语言可访问性；(b)在出现在视频中的学生群体和研究参与者中代表种族、民族和语言的多样性；(c)为教师提供一系列资源，包括针对每个视频在课堂上提出的重点问题、可打印的任务工作表、支持视频对话的具体方法，以及使视频内容与共同核心数学标准和实践保持一致；(d)使项目网站现代化，使其能够在各种平台上运行。为这个项目制作的视频将以成对的学生（称为人才）为特色，突出他们的无脚本对话，真实的困惑和概念资源。每个视频单元将由7个视频课程（每个分成4-5个短视频集）组成，旨在连续观看，以支持概念发展。该项目将建立在探索性资助的新证据的基础上，即当学生参与以同龄人努力解决复杂数学为特征的视频时，他们可以与屏幕上的天才建立一种准协作关系，以学习复杂的概念内容并参与真正的数学实践。研究主要集中在以下几个问题上：1。不同人群的替代学习者可以从对话视频中学到什么数学知识？替代学习者如何适应视频中的人才？2. 随着时间的推移，代理学习者在参与多个对话视频课程时，推理方式的演变本质是什么？代理学习涉及哪些过程？, 3。什么样的教学实践能鼓励课堂社区采用对话视频中富有成效的推理方式？为了解决第一个问题，项目团队将进行两次学习成果和定向研究，在研究中，他们分析学生的学习成果，并调查他们在课堂上学习视频单元后的反应。在对课堂学生进行评估之前，他们将首先对每个单元进行探索性解释研究，其中他们将VLs通过观看项目视频产生的数学解释与他们在评估工具上的表现联系起来。这两种类型的研究都将进行两次，两个视频单元-指数函数和代数符号的意义和使用各一次。对于第二个研究问题，项目团队将确定与四个视频单元中的每个单元相关的学习轨迹。这两种学习轨迹将通过确定可能发生的有意义的挪用以及自主学习的概念挑战，为课堂研究的教学规划提供信息。通过提供两个额外单元的学习轨迹，该项目可以通过识别四个研究中明显的学习过程中的共性，为替代学习理论做出贡献。对于最后的研究问题，项目团队将调查教师如何支持学生的乐器生成过程，这是通过一个称为乐器编曲的过程发生的，当他们教授关于指数函数和代数符号的两个视频时。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project responds to the recent internet phenomenon of widespread accessibility to online instructional videos, which offer many benefits, such as student control of the pace of learning. However, these videos primarily focus on a single speaker working through procedural problems and providing an explanation. While the immense reach of free online instructional videos is potentially transformative, this potential can only be attained if access transcends physical availability to also include entry into important disciplinary understandings and practices, and only if the instructional method pushes past what would be considered outdated pedagogy in any other setting than a digital one. This project will use an alternative model for online videos, originally developed for a previous exploratory project, to develop 6 video units that feature the unscripted dialogue of pairs of students. The project team will use the filming and post-production processes established during the previous grant to create a repository of 6 dialogic mathematics video units that target important Algebra 1 and 2 topics for high school and upper middle school students, though the approach can be applied to any STEM topic, for any age level. They will also conduct 8 research studies to investigate the promise of these unscripted dialogic videos with a diverse population to better understand the vicarious learning process, which refers to learning from video- or audio-taped presentations of other people learning. Additionally, the project team will provide broader access to the project videos and support a variety of users, by: (a) subtitling the videos and checking math task statements for linguistic accessibility; (b) representing diversity of race, ethnicity, and language in both the pool of students who appear in the videos and the research study participants; (c) providing teachers with an array of resources including focus questions to pose in class with each video, printable task worksheets, specific ways to support dialogue about the videos, and alignment of the video content with Common Core mathematics standards and practices; and (d) modernizing the project website and making it functional across a variety of platforms. The videos created for this project will feature pairs of students (called the talent), highlighting their unscripted dialogue, authentic confusion, and conceptual resources. Each video unit will consist of 7 video lessons (each split into 4-5 short video episodes) meant to be viewed in succession to support conceptual development over time. The project will build upon emerging evidence from the exploratory grant that as students engage with videos that feature peers grappling with complex mathematics, they can enter a quasi-collaborative relationship with the on-screen talent to learn complex conceptual content and engage in authentic mathematical practices. The research focuses on the questions: 1. What can diverse populations of vicarious learners learn mathematically from dialogic videos, and how do the vicarious learners orient to the talent in the videos? 2. What is the nature of vicarious learners' evolving ways of reasoning as they engage with multiple dialogic video lessons over time and what processes are involved in vicarious learning? and, 3. What instructional practices encourage a classroom community to adopt productive ways of reasoning from dialogic videos? To address the first question, the project team will conduct two Learning Outcomes and Orientation Studies, in which they analyze students' learning outcomes and survey responses after they have learned from one of the video units in a classroom setting. Before administering an assessment to a classroom of students, they will first conduct an exploratory Interpretation Study for each unit, in which they link the mathematical interpretations that VLs generate from viewing the project videos with their performance on an assessment instrument. Both types of studies will be conducted twice, once for each of two video units - Exponential Functions and Meaning and Use of Algebraic Symbols. For the second research question, the project team will identify a learning trajectory associated with each of four video units. These two learning trajectories will inform the instructional planning for the classroom studies by identifying what meaningful appropriation can occur, as well as conceptual challenges for VLs. By delivering learning trajectories for two additional units, the project can contribute to vicarious learning theory by identifying commonalities in learning processes evident across the four studies. For the final research question, the project team will investigate how instructors can support students with the instrumental genesis process, which occurs through a process called instrumental orchestration, as they teach the two videos on exponential functions and algebraic symbols.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.