Online educational videos according to specific didactics
The case of mathematics / Los Vídeos educativos en línea desde las didácticas específicas: el caso de las matemáticas
Bibliographic Data
| ID | 12486367 |
|---|---|
| Authors | Pablo Beltrán-Pellicer (0000-0002-1275-9976, Universidad de Zaragoza, corresponding author), Belén Giacomone (0000-0001-6752-2362, Universidad de Granada), Mónica Burgos (0000-0002-4598-7684, Universidad de Granada) |
| Year | 2018 |
| Volume | 30 |
| Issue | 4 |
| Pages | 633-662 |
| Publication date | 2018-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/11356405.2018.1524651 |
| OpenAlex | W2896671594 |
| Language | EN |
| Citations received | 6 |
| References cited | 21 |
The vast number of online educational videos available at the moment has generated an emerging area of research concerning their level of suitability. This study considers the epistemic quality of educational videos on mathematics, focusing on the specific content of directly proportional distributions. A qualitative study is used, based on the application of theoretical and methodological tools from the onto-semiotic approach to knowledge and mathematics instruction, principally the notion of epistemic suitability and the identification of algebraic levels. The sample consists of the 31 most popular videos in Spanish on YouTubeTM on directly proportional distributions. Analysis reveals interesting results on these kinds of resources. In general, it is observed that they are weak in epistemic suitability, which does not seem to affect their level of popularity. Moreover, the existence of videos with inaccurate arguments or incorrect procedures, together with the diversity of algebraic levels used, indicates that teachers should be careful when selecting them and only recommend those that better suit their students’ needs
Affect (linguistics · Algebraic number · Diversity (politics · Epistemology · Identification (biology · Mathematics education · Moment (physics · Physics · Popularity · Quality (philosophy · Semiotics · Sociology · Computer Science · Digital literacy in education · Educational Innovations and Technology · Mathematics · Online Learning and Analytics · Philosophy · Psychology · Social Psychology
Aprendizaje basado en proyectos por medio de la plataforma YouTube para la enseñanza de matemáticas en Educación Primaria
Diseño y validación de instrumento para analizar canales educativos de YouTube
Secondary Mathematics Teachers’ Perception of Their Readiness for Emergency Remote Teaching during the Covid-19 Pandemic
Evaluation of videos of mathematical concepts made by students / Evaluación de vídeos de conceptos matemáticos elaborados por los estudiantes
YouTube y Aprendizaje
YouTube as a tool for informal learning in adulthood
Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course
El papel del discurso en la construcción del Discurso de la práctica matemática
El uso de esquemas figurativos para ayudar a resolver problemas aritméticos
Connective Intelligence for childhood mathematics education
A apropriação do espaço escolar pelo projeto pedagógico
Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |