Video og gruppearbejde i matematikundervisning

Swain, Richard

4. semester

Master i IKT og Læring (MIL) (Efter- og videreuddannelse)

2009

2009-06-02

56 pages

Målet med dette masterprojekt var at undersøge, hvilke fordele og ulemper brugen af korte, elektronisk distribuerede videoer, koblet med efterfølgende struktureret gruppearbejde, har for elevernes læring i matematikundervisning i grundskolen. Samtidig ville der undersøges hvilke fordele, ulemper, og forudsætninger der var for læreren med udnyttelsen af disse korte videoer. Videoerne, som skulle ses inden timen, blev fremstillet ved hjælp af SMART Optager, og lagt ud til skue på elevernes læringsplatform flere dage i forvejen. I matematiktimerne blev metoden Cooperative Learning anvendt.

This project was conducted over 7 weeks in the spring of 2009 with the maths pupils in a class of a secondary school. Its aim was to assess the advantages and disadvantages for the pupils’ learning of incorporating short instructional video sequences seen before the lesson with structured group work in the lessons. A second aim was to assess the advantages, disadvantages for the teacher this method involved and what prerequisites were implied. During the course of the project I, as the maths teacher, created 17 separate videos ranging in length from 5 to 15 minutes using the screen recorder function supplied with SMART Technologies SMART Board. All the videos were distributed electronically through the school’s internet based learning platform, “fronter”. The videos were required to be seen prior to the lesson. Cooperative Learning was adopted as the method by which the pupils would work together. The pupils found the very structured format of Cooperative Learning helpful in providing a learning framework. They found it easier to concentrate and some of the weaker pupils found the new and heterogeneous groups coupled with the videos empowering for their mathematics abilities and just as importantly their own estimation of their abilities. As teacher I found the pupils able to work far more independently than before the start of the project period, which I attribute both to the effect of the videos and to the effect of Cooperative Learning. The videos involved more preparation for me as teacher, but this was offset partly by the pupils enthusiasm and increases in confidence, and partly by the videos reusable nature.

video ; matematik ; netbaseret undervisning ; cooperative learning ; SMART ; grundskole ; mathematics ; netbased teaching ; secondary school

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