Vol. 35 No. 1 (2020): Special Issue on Technology and Teacher Education
Special Issue

Exploring the Creation of Instructional Videos to Improve the Quality of Mathematical Explanations for Pre-Service Teachers

Robin Kay
University of Ontario Institute of Technology
Robyn Ruttenberg-Rozen
Published October 30, 2020
How to Cite
Kay, R., & Ruttenberg-Rozen, R. (2020). Exploring the Creation of Instructional Videos to Improve the Quality of Mathematical Explanations for Pre-Service Teachers. International Journal of E-Learning & Distance Education / Revue Internationale Du E-Learning Et La Formation à Distance, 35(1). Retrieved from https://www.ijede.ca/index.php/jde/article/view/1161


Abstract: One of the primary skills required by mathematics teachers is the ability to provide effective explanations to their students. Using Kay’s (2014) theory-based framework for creating instructional videos, this study explored the quality and growth of explanations embedded in mathematical instructional videos created by 37 pre-service teachers (female = 26, male = 11). The Instructional Video Evaluation Scale (IVES), comprised of four constructs (establishing context, explanation heuristics, minimizing cognitive load, engagement), was used to assess the quality of two videos (pre-feedback and post-feedback). The initial video created by pre-service teachers (pre-feedback) revealed a number of problem areas, including providing a clear problem label, using visual supports, noting potential errors that might occur, writing legibly, highlighting key areas, listing key terms and formulas, being concise, and using a clear, conversational voice. After receiving detailed feedback based on the IVES, the ratings of the second video (post-feedback) for each of the initial problem areas increased significantly. The IVES scale, grounded on Kay’s (2014) framework, helped identify and improve the effectiveness of pre-service teachers’ explanations of mathematics concepts.


Keywords: pre-service teachers, instructional videos, mathematics teaching, explanation


Résumé: L'une des principales compétences requises des professeurs de mathématiques est de fournir des explications efficaces à leurs élèves. À l'aide du cadre théorique de Kay (2014) pour la création de vidéos pédagogiques, cette étude a exploré la qualité et la croissance des explications intégrées dans les vidéos pédagogiques mathématiques créées par 37 enseignants stagiaires (femmes = 26, hommes = 11). L'échelle d'évaluation de la vidéo pédagogique (IVES), composée de quatre concepts (établissement du contexte, heuristique d'explication, minimisation de la charge cognitive, engagement), a été utilisée pour évaluer la qualité de deux vidéos (pré-feedback et post-feedback). La vidéo initiale créée par les enseignants stagiaires (pré-rétroaction) a révélé un certain nombre de domaines problématiques, notamment fournir une étiquette claire du problème, utiliser des supports visuels, noter les erreurs potentielles qui pourraient survenir, écrire lisiblement, mettre en évidence les domaines clés, énumérer les termes et formules clés , utilisant une voix claire et conversationnelle et concis Après avoir reçu des commentaires détaillés, basés sur l'IVES, les notes de la deuxième vidéo (post-feedback) pour chacun des problèmes initiaux ont augmenté de manière significative. L’échelle IVES, fondée sur le cadre de Kay (2014), a permis d’identifier et d’améliorer l’efficacité des explications des enseignants de formation sur les concepts mathématiques.


Mots-clés: enseignants stagiaires, vidéos pédagogiques, enseignement des mathématiques, explication



Dr. Robin Kay is currently a full professor and dean in the Faculty of Education at Ontario Tech University in Oshawa, Ontario, Canada. He has published over 160 articles, chapters, and conference papers in the area of technology in education, is a reviewer for five prominent computer education journals, and has taught in the fields of computer science, mathematics, and educational technology for over 25 years at the high school, college, undergraduate, and graduate levels. Current projects include research on laptop use in higher education, BYOD in K-12 education, web-based learning tools, e-learning and blended learning in secondary and higher education, video podcasts, scale development, emotions and the use of computers, the impact of social media tools in education, and factors that influence how students learn with technology. Dr. Kay received his MA in Computer Applications in Education and his PhD in Cognitive Science (Educational Psychology) at the University of Toronto. Email: Robin.Kay@uoit.ca


Dr. Robyn Ruttenberg-Rozen is an assistant professor of STEAM education and graduate program director in the Faculty of Education at Ontario Tech University in Oshawa, Ontario, Canada. She explores pedagogical practices and current discourses in STEAM education around typically underserved, linguistically and culturally diverse, and exceptional populations of learners and their teachers. At the centre of her research is the study of change, innovation, and access in pedagogical spaces (virtual and face-to-face) with a focus on strategies and interventions. Her graduate and undergraduate teaching includes courses in integrated STEAM learning, mathematics methods and content, qualitative research methods, curriculum theory, and theories of learning. Email: Robyn.Ruttenberg-Rozen@uoit.ca


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