First Graders’ Video Analyses as a Heuristic for Designing Mathematics Tasks

• In Event: Mathematics Tasks: Four Different Perspectives

Abstract

This study leverages first-grade students’ video interpretations of their own mathematical engagement as a heuristic for designing mathematics learning tasks more broadly. Drawing upon video data from a larger project that investigates play-integration in formal elementary mathematics classrooms, I employ a mixed methods approach, including qualitative video coding and multilevel modeling, to investigate how young children’s video noticings can be leveraged as resources for designing and evaluating mathematics learning activities from their perspectives. Statistical analyses indicate that children’s priorities were more prevalent in geometry play-based tasks over other play-based mathematical content areas, suggesting that understanding the underlying qualities of these tasks may better facilitate the design of future play-based mathematics instruction that support young children’s priorities.

Author

• Jamie Vescio, Vanderbilt University