Screencasting in the math classroom

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Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. Screencasts allow students to share their thinking and strategies and help teachers notice how a child solved a problem, beyond just examining the student's finished work. The authors share novel ways to use screencasting in mathematics classrooms.

Supplementary Materials

    • Supplemental Materials (ZIP 5.61 MB)

Contributor Notes

Melissa Soto is an assistant professor of mathematics education in the School of Teacher Education at San Diego State University in California. Her research interests focus on elementary school children's mathematical processing, mathematical professional development for elementary school teachers, and mobile technology.

Bethany Schwappach is currently an education technology facilitator for Cajon Valley School District in El Cajon, California. She works full time supporting teachers in effective classroom technology integration and has taught primary and secondary grades at a Title I school specializing in math instruction.

Edited by Theodore (Teddy) Chao, chao.160@osu.edu, an assistant professor of mathematics education at The Ohio State University in Columbus; and Imani Goffney, imanigoffney@gmail.com, an assistant professor at the University of Houston. Send submissions of no more than 250 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.

(Corresponding author is Chao chao.160@osu.edu)
Teaching Children Mathematics
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