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Creators/Authors contains: "Thomas, Matt"

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  1. ; ; ; (, Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    In this study we investigate how students watch and learn from a set of calculus instructional videos focused on reasoning about quantities needed to graph the function modeling the instantaneous speed of a car. Using pre- and post-video problems, a survey about the students’ sense-making and data about the students’ interactions with the video, we found that many students did not appear to make significant gains in their learning and that students appeared to not recognize their own moments of confusion or lack of understanding. These results highlight potential issues related to learning from instructional videos. 
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