Visual technology for the autonomous learning of mathematics

Helmut Linneweber‐Lammerskitten,Marc Schäfer,Duncan Samson

doi:10.4102/pythagoras.v0i72.18

Helmut Linneweber‐Lammerskitten, Marc Schäfer + Show 1 more

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https://doi.org/10.4102/pythagoras.v0i72.18

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Abstract

This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.

Highlights

The Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) project has been established to fill this void (Linneweber-Lammerskitten & Schäfer, 2010)
Students at the School of Teacher Education at the University of Applied Sciences Northwestern Switzerland and mathematics education students at Rhodes University in South Africa have been developing a bank of video clips that unpack a variety of mathematical concepts
Specific to the South African context, we are especially interested in making use of cellphone technology as the primary distribution platform for these video clips

Summary

Introduction

The Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) project has been established to fill this void (Linneweber-Lammerskitten & Schäfer, 2010). Students at the School of Teacher Education at the University of Applied Sciences Northwestern Switzerland and mathematics education students at Rhodes University in South Africa have been developing a bank of video clips that unpack a variety of mathematical concepts. These video clips are all very short (1-3 minutes long) and make use of natural materials (as opposed to high-tech animations) to animate and develop mathematical ideas and processes. Specific to the South African context, we are especially interested in making use of cellphone technology as the primary distribution platform for these video clips. Among the implications that can be expected from the implementation of the National Educational Standards in Switzerland, as well as a number of other European countries, the following three appear to be most important for mathematics education (Linneweber-Lammerskitten & Wälti, 2008):

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