Teaching maths with video opens up a world of possibilities in your classroom. Through the art of visual storytelling, video situates key mathematical concepts in real-world contexts, making a subject that can be at times challenging for our students, more accessible and engaging.
Visualising the mathematical process
It’s a well-researched fact that teaching maths with visuals enhance student learning, retention and engagement. Maryam Mirzakhani, one of the world’s leading mathematicians, almost solely works with visuals to solve and explore mathematical concepts. As Mirzakhani solves some of the worlds hardest maths questions, she illustrates the role visual learning plays in developing competency in maths.
Storytelling and mathematics: the connection between two seemingly unrelated fields
Storytelling helps students make connections between mathematics and their everyday lives, situating maths in familiar real-world contexts making it relatable.
Infusing math lessons with storytelling activates students critical and creative thinking skills, highlighting the real world application of maths and its ability to solve complex, everyday problems. The mode of delivery (video) further allows us to capture student attention and interest in a subject that at times can be a challenge to teach.
Count us in: teaching maths with video to Primary Students
Count Us In: Addition and Subtraction for Research
Maths Focus: Research | counting data | addition and subtraction
In this episode, Flynn and Dodly practice their magic tricks using subtraction to make eggs, muffins and even guinea pigs disappear.
Get students to assist Flynn in his disappearing acts to figure out how many items should be left.
If 5 little kiddies were jumping on the trampoline and one got off, how many kiddies would still be on the trampoline?
If 4 little kiddies were jumping on the trampoline and 2 got on, how many kiddies in total would be jumping on the trampoline?
Continue until there are no more kiddies jumping on the trampoline.
Count us in: Data
Maths Focus: Categorising | Data Analysis | Questionnaires | Survey
Dodly is setting up his own cafe. But what food should he serve? And how much of each type of food does he need?
With Flynn’s help he uses data to answer his questions.
Flynn all the while is asking the question “will I ever get fed?”.
How can we use counting to improve Dodly’s cafe?
How can counting peoples favourite meals and comparing least favourite meals improve the menu selection at Dodly’s cafe?
What math’s based research did Flynn and Dodly do in this episode?
Count us in: Counting and comparing
Maths Focus: Counting | Equal | More than | Less than
Join Flynn and Dodly as they use counting to make comparisons. Who has more Marbles? Dodly or Flyn?
Dodly is keeping a secret from Flyn about how many dinosaurs are hiding in his bag. Dodly gives Flynn some clues.
Solve the mystery with your students by counting.
- How can we use counting to make comparisons?
- Discuss the maths vocabulary used: more, less, the same/equal. What do these words mean?
- With the person next to you. Ask them how many siblings they have. Do they have more, less or the same?
‘What’s the point?’ Mathematics and problem solving
In the classroom, questions often arise as to ‘the point’ of specific mathematical tasks. Fusing math teaching with video storytelling helps students understand how math helps us to solve real-world problems, undertake investigations that ultimately lead to better solutions, while developing students’ ability to think mathematically outside of the classroom. Moving away from the conception of mathematics being about memorisation and highlighting it’s fundamental role in problem-solving and reasoning.
Teaching maths with video explores mathematics in the way we learn best – infusing the auditory and visual modes in relatable contexts. Teaching maths with video has become a widely adopted practise due to its accessibility, ability to address differentiation and accommodate a range of learning styles.
Teaching with video has facilitated the movement towards the flipped classroom, where students learn the theoretical at home and delve into the practical in class. From developments in technology, knowledge acquisition can now take place outside of the classroom, allowing for more one-on-one time between teachers and students, more time to address differentiation needs, and greater opportunity for collaboration amongst students.
Maths can be hard, video makes it easier
Many students struggle with maths in the classroom. There may be gaps in student knowledge that prevents them from keeping up with the content, the content may be delivered too quickly, or it may not be optimised for every students’ unique learning styles. Video captures the key concepts explored in class that students can rewatch as many times as needed.
Depending upon the length of the video, it can be optimised into a mini-lesson that students can return to as many times as needed until they feel confident using and applying a new concept or theory. Video lessons provide an alternative not only for students who struggle, but it can also be used as a tool for mastery learning or for students who wish to revise or consolidate their knowledge after class or before a test. * Read more about how to create engaging micro lessons with video here.
Video is a versatile and dynamic resource that teachers can use both inside and outside the classroom. With over 36 million highly engaged students watching Eddie Woo’s ‘Wootube’, Woo, along with the global success of Khan Academy and video programs like Count Us In, demonstrate the power and potential of teaching maths with video.