Supplemental+Instructional+Videos+in+Mathematics

= Over View =

The internet has expanded exponentially over the past few decades. Not only do people use the internet to check their email or post status updates on social media sites; people use the internet to learn many new and exciting things each and every day. People can use the internet to learn new and exciting recipes, learn how to tie a tie, or learn how to complete a much needed DIY (Do it Yourself) home improvement project. This phenomenon progressed to people publishing free and open educational content online. As the internet progressed, more and more people started presenting their ideas and information in video format.

YouTube has become the largest distributor of online video. 100 hours of videos are uploaded to YouTube servers everyday (YouTube Statistics). Over 6 billion hours of videos are watched every month on YouTube (YouTube Statistics) and it’s not all kitten videos. More and more people are uploading educational content to YouTube everyday. YouTube created YouTube/education in 2011 in response to the amount of educational content that was being uploaded to their website. Y ou can find videos (and sometimes entire playlists) that cover topics in math, science, engineering, literature, history, art, music and more. YouTube channels like KhanAcademy, PatrickJMT, MathDrBob are only a few You tubers contributing free math videos online. Even colleges and universities like Harvey Mudd and M.I.T. (Machacusetts Institute of Technology) are uploading entire semesters of college courses for free on YouTube.

The purpose of this wiki is to look into new and exciting ways teachers can implement online internet videos that may help increase student achievement in mathematics. It's imperative that teachers utilize or at least made aware of the vast free resources available. It's also important to encourage educators to contribute content to the internet.

One way teachers can incorporate online videos is by recording classroom lectures and uploading them online. This allows the students to re-watch and review what they learned that day at there own pace. It also allows students to relearn or review material that was covered days, weeks, or months ago. One YouTube user who uses this approach is Robert Ahdoot. Robert Ahdoot is a high school mathematics teacher in California. He is the founder of YayMath.org and upload videos to his YouTube channel YayMath. R obert Ahdoot videos contains him giving lessons and interacting with his students. It allows the viewers to feel like they are apart of the class. The viewer is able to be apart of the discussion with the students on the video. One quote from YayMath founder is, "If real people need help learning math, why not create videos of real people learning math." (Robert Ahdoot - TEDX Conference 2013)".
 * Recording Classroom Lectures **


 * Flipping the Classroom **

Another way teachers can implement online videos is by flipping their classrooms (also referred to as inverted classroom). A Review of Flipped Learning (2013) defined classroom flipping as, "An alternative model of instruction when digital technologies are used to shift direct instruction outside of the group learning space to the individual leaning space." In other words, flipping a classroom is a technique where stude nts are given their lectures or lessons at home and they discuss what they have learned  the following day. The teacher can utilize class time to reiterate points that the students may have a hard time understanding. The teacher can also spend class time doing more hands on assignments or activities in the classroom.

Teachers or schools that have switched to this model have seen positive results. According to Center for Digital Education (2011), a school near Detroit (Clintondale High school), had a 44% failure rate in freshman mathematics prior to implementing flipped classrooms. Afterwards, the failure rate in freshmen mathematics decreased to 13%.

Another example of the flipped model having positive success in a school is Byron High school in Byron Minnesota. According to A Review of Flipped Learning (2013), in 2006, only 29.9% passed the states comprehensive mathematics exam at Byron High school. In 2011, 73.8% of student passed the state comprehensive mathematics exam.

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">Even teachers who implemented the flipped learning model have a positive outlook and experience. According to a survey of 450 teachers conducted by the Flipped Learning Network (2012), 66% stated that their students standardized test scores had increase after inverting their classes. 80% of the teachers surveyed believed that Flipping lead to the students having a better attitude to learning. 90% of the teachers surveyed said that their job satisfaction improved. 46% stated that their job satisfaction significantly improved.

Is this a trend or issue? It depends on how one might view the topic. Improving math education is a hot topic in today's society. According to National Science Foundation, 80% of the jobs that are created within the next decade will require math and science skills. According to USNEWS (2014), 5.7 million STEM jobs were posted in 2013. Many students do not select STEM majors while in college because they do not feel proficient in math or science. Many of the students that do select STEM majors are inadequate in math or science. According to National Center for Education Statistic (2013), 23.3% of STEM majors had to take remedial courses in 2008. Teachers k-12 are constantly trying move from traditional teaching to more modern technological based learning. Using Online Internet Videos can be an alternative way to help students maximized their potential in mathematics.
 * Trend of Issue?? **

To view a proposal for implementing technology within mathematics education, please download the document below.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Bidwell, A. (2014). Report: STEM Job Market Much Larger Than Previously Reported - US News. US News & World Report. Retrieved 7 June 2014, from http://www.usnews.com/news/stem-solutions/articles/2014/02/05/report-stem-job-market-much-larger-than-previously-reported
 * Annotative Bibliography **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Knewton.com,. (2014). The Flipped Classroom: Turning the Traditional Classroom on its Head. Retrieved 7 June 2014, from http://www.knewton.com/flipped-classroom/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Noora, H., Patrick, M., Katherine, M., & Kari, A. (2013). A Review Of Flipped Learning (1st ed., p. 21). American Association of School Admistrators. Retrieved from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Roscorla, T. (2011). Clintondale High Cuts Freshman Failure Rates with Flipped Classes. Centerdigitaled.com. Retrieved 7 June 2014, from http://www.centerdigitaled.com/classtech/Clintondale-High-Flipped-Classes.html

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Sparks, D., & Malkus, N. (2013). First-Year Undergraduate Remedial Coursetaking (1st ed., p. 12). Retrieved from http://nces.ed.gov/pubs2013/2013013.pdf

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Youtube.com,. (2014). Statistics - YouTube. Retrieved 7 June 2014, from http://www.youtube.com/yt/press/statistics.html

Ahdoot, R. (2014). TEDxAJU: Yay Math conquers math anxiety. // YouTube //. Retrieved 7 June 2014, from https://www.youtube.com/watch?v=d2mnk4bgP4I