The goals of the Calculus Video Project are to conduct design research to generate knowledge about how students engage with, make sense of, and learn from videos that address foundational calculus concepts. The project team is creating, refining, and disseminating materials for creating video lessons for post-secondary introductory calculus courses; collecting data to analyze the aspects of the videos that students attend to; determining how students make sense of the videos; identifying what students learn from watching the videos; and investigating the impact on student learning of various ways of structuring students’ video- watching experience.
- Weinberg, A. & Martin, J. (2020). Creating and using videos for teaching math: Suggestions from the field. MAA FOCUS, 40(4), pp. 20-23.
- Weinberg, A., Tornai, J., Thomas, M., Martin, J., Tallman, M., & Newman, K. (2019) Identifying students’ attentive fidelity for calculus instructional videos. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 955-960) St Louis, MO: University of Missouri.
- Waters, K., Martsching, W., Martin, J. (2019). What are you looking at? Shape thinking and eye-tracking. In Weinberg, Moore-Russo, Soto, & Wawro (Eds.), Proceedings of the Twenty-Second Conference on Research in Undergraduate Mathematics Education (pp. 646-653), Oklahoma City, OK: The University of Oklahoma and Oklahoma State University.
- Weinberg, A., Thomas, M., Martin, J., & Tallman, M. (2018). Failing to rewind: Students’ learning from instructional videos. In Hodges, T. T., Roy, G. J., & Tyminski, A. M. (Eds.). *Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education** (pp. 1263-1266), Greenville, SC: University of South Carolina & Clemson University.
- Investigating Student Learning and Sense-Making from Instructional Calculus Videos. (2018) Poster presented at the 21st Annual Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education.
- Waters, K. & Martsching, W. (2018). Investigating Students’ Graphical Reasoning In Mathematics Using Eye-Tracking. University of Central Arkansas Student Research Symposium, Conway, AR: The University of Central Arkansas. April 20th.
- Graham, K. & Gloster, W. (2018). Eye-Tracking Students Watching Calculus Videos. University of Central Arkansas Student Research Symposium, Conway, AR: The University of Central Arkansas. April 20th.
- Graham, K. & Gloster, W. (2018). Eye-tracking and calculus videos. STEM Posters at the Capitol, Little Rock, AR. February, 14th.
- Calculus Videos Project: Theoretical design principles for supporting students’ learning from instructional videos, presented at the SIGMAA on RUME Virtual Invited Paper Session for MathFest in July, 2020
- Quantitative Reasoning and Intellectual Need: Design Principles for Instructional Materials, presented at the MIT Electronic Seminar in Mathematics Education in October, 2020
- Quantitative Reasoning and Intellectual Need, presented at the University of Northern Colorado Mathematics Education Seminar in October, 2020
- The Calculus Videos Project, presented at the University of Northern Colorado Mathematics Education Seminar in October, 2020
- Videos Developing a Conceptual Foundation for Calculus, presented at the Florida International University Mathematics Education Seminar in January, 2021
- Student Learning from Instructional Calculus Videos, presented at the University of Oklahoma Mathematics Education Seminar in March, 2021