Video Production About Area and Perimeter by Grade 7 Elementary School Students

Abstract

Context: Although the use of video has been consolidated as a growing proposal in the classroom, there is no evidence of studies emphasising video production to construct mathematical knowledge of area and perimeter in basic education.. Objective: Analysing the contributions of the creation of videos by Powtoon in addressing areas and perimeters to the education of Grade 7 students at an elementary school in the countryside of São Borja, RS, Brazil. Design: An action research proposal is developed. Setting and participants: Six Grade 7 students from a rural school in São Borja/RS, Brazil. Collection and analysis: The research steps were 1) Application of a questionnaire; 2) Creation of the videos in four moments: a) Conversation with the students and presentation of the proposal, b) Research on the topic, c) Creation and finalisation of the videos, and d) Dissemination of videos; 3) Individual conversation about the answers in the beginning survey. Data analysis was based on content analysis. Results: The following are listed: 1) Visualising the understanding and development of students in relation to the concepts of area and perimeters; and 2) Technology, video and mathematics education, discussion of how students relate to technology and video in the classroom. Conclusion: Students employed effort in creating the videos and elaborated more deepened comprehensions on areas and perimeters. However, it should be noted that the students’ video production is associated with the traditional class model, leading us to question how the classes have been organised in basic education.