The goal of this master’s thesis was to explore the possibilities of including video lectures in danish high school mathematics classes, based on the affordances of the video media as a whole. This was examined by splitting two danish high school classes into two groups, where one group was presented with basic two-dimensional vector calculus through a video lecture recorded and produced by the authors of this thesis, while the second group was presented with the same theory through a traditional classroom teaching with a particular focus on accountable talk and student involvement. All students were given a final exam, to test their understanding of the presented theory, as well as a final questionnaire, in which they evaluated their understanding of the theory, as well as their likes and dislikes of the form of teaching they received. The student who participated in the classroom lecture outperformed their classmates, who were taught through the video lecture in the majority of the tasks in the final exam, with the answers to two of these tasks having significantly large dependency on the received teaching. This lead to the conclusion that video lectures are best suited in a form of ’flipped classroom’-model, in which the video lectures replaces the homework rather than the teaching.