Digital Video and Mathematics: Helping High School Students Understand and Interpret Abstract Concepts

Results from the study suggest that learning occurs in new and unforeseen ways with the introduction and integration of a technology. Key issues that follow from this study include: (1) the use of digital video may act as a medium that helps students visualize abstract concepts, (2) the use of multiple representations help show the interconnectedness of ideas, but students still seem to have difficulty interpreting the relationship among concepts, (3) the use of cross grade level evaluations suggest that the social hierarchy in the high school either legitimizes or devalues the feedback depending on who offers the criticism and whether or not the evaluation is conducted on a work in progress, (4) the collaboration the resulted within each group suggests that the roles students perceived themselves as having influenced their interaction with the technology, and, (5) the novelty of digital video on the Internet may transcend the learning of math because the students became consumed with the technical aspects of digital video and not the mathematics.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Pianfetti, Evangeline Secaras

Contributors dc:contributor

• James Levin

• Education, Technology of

Language dc:language

eng

Identifier

(MiAaPQ)AAI9912338

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80293