Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra

Abstract

The aim of this study is to investigate teaching videos about mathematics, seeking to uncover research-based foundations for their quality. By drawing on the notions of procedural and conceptual knowledge, the research was operationalized by asking professionals in undergraduate mathematics education (n=18) to interpret sections of a teaching video. The video dealt with a topic in linear algebra. The results indicate rather divergent interpretations of conceptual knowledge. This can hinder a reliable evaluation of teaching in terms of aiming for conceptual or procedural knowledge. It is recommended that the notions should be carefully used, defined and explained when used to evaluate the quality of teaching videos in particular, or of teacher’s explanations in classrooms in general.