A case study of how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in a screencasting intervention.
This research project is an interventionist case study, oriented in the interpretive paradigm. The planned intervention will be delivered in the form of a series of screencastings, which are video-recorded lessons that include audio. These video recordings will include animations, supported by the relevant conceptual explanations of algebraic equality or the notions of equivalence. My screencastings will be applied to a group of selected Grade 7 students who will be subjected to it over a two week period, while the remaining Grade 7 cohort receive the traditional, procedural pedagogy that they are accustomed to. Visualization, by way of the screencastings, will be utilized to assist as a tool to deliver the pedagogy of different scenarios of algebraic equality or notions of equivalence. The aim of my screencasting intervention programme, which lies at the heart of this study, is to inter alia develop practices of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations.
How do selected Grade 7 participants solve algebraic equations as a result of participating in a screencasting intervention?
2. What are the advantages and disadvantages of utilizing a screencasting approach in teaching early algebra?
Last Modified: Mon, 10 Feb 2020 12:34:07 SAST