A Screencasting Strategy to Support STEM Learning in the Early Grades
Abstract
"Data collected through interviews with Auburn educators, classroom observations, and student screencasts suggest that the screencasting strategy supported growth in students' mathematics learning. Following regular use of the strategy, partners observed students displaying stronger mathematical reasoning and metacognition, richer mathematical communication and discourse, and more flexible mathematical thinking that can transfer to everyday, out-of-school settings. The strategy also provided more equitable opportunities for students of all backgrounds to engage in rigorous mathematical tasks. All of these outcomes are aligned with learning goals from the
CCSS Mathematics."
