Abstract
In order to understand the role of interactive video (IV) in mathematics classrooms, teachers were given a set of IV resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of IV in mathematics classrooms. IV resources are often managed in a similar way to computers and this similarity seems to have influenced teachers' opinions and choices. However, the affective impact of video was also evident in teachers' choices. A complex picture emerges with no one style dominating.
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Phillips, R.J., Pead, D. & Gillespie, J. Evolving strategies for using interactive video resources in mathematics classrooms. Educ Stud Math 28, 133–154 (1995). https://doi.org/10.1007/BF01295790
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DOI: https://doi.org/10.1007/BF01295790