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New Tools for Research: Using the Video Mosaic Collaborative

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

25.975.1 - 25.975.5



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Paper Authors


Suzanna Schmeelk Rutgers University

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Suzanna Schmeelk is a Research Associate at the Robert B. Davis Institute for Learning at Rutgers University, where she completed an Ed.D. in mathematics education. Her research interests include representation research and
evidence research of students’ understanding of mathematical content.

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Robert Sigley Rutgers University

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Robert Sigley is a researcher at the Robert B. Davis Institute for Learning at Rutgers University, as well as a Ph.D. student in mathematics education. His research interests include developing computer supported collaborative learning environments for mathematics education and the study of in-service teachers’ beliefs and content knowledge and how it affects how they help their students’ develop problem solving strategies.

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ASEE 2012 -- Abstract Submission – Blind Review 1|P age Objective Statement: In this research paper, we present resources from a uniquerepository, the Video Mosaic Collaborative (VMC), developed by XXX Library in collaborationwith the XXX Institute for Learning at XXX University. The VMC ( is aresource that houses an extensive video collection made possible by research grants thatprovided a study of the development of mathematical ideas and ways of reasoning over a 20 yearperiod. The VMC and its tools provide a user friendly, accessible website designed for use byteachers, teacher educators, students and researchers. It draws its content from research of theXXX Institute for Learning (XXX). The VMC houses video, transcripts, student work and othermetadata from the extensive video collection of students working on counting, combinatorial,fraction, and algebraic problems in rural, suburban, and urban settings across K-12 grade levelsfrom several longitudinal and cross sectional research studies. Collaborative tools such as theVMCAnalytic, an online video editing and annotation tool [1], invite users to create analyticsfrom videos hosted on the VMC for use in their classrooms. Educational interventions involvingthe VMC have showed statistically significant change in pre and in-service teachers’ beliefs inclassroom settings [2][3] and when used in professional development [4]. The research that willbe presented makes use of the VMC as a tool. Relevance to mathematics community: The research presented is based on the view thatthe building of a solid understanding of the mathematics required for success in later coursessuch as discrete mathematics, probability and precalculus is fundamental to success in themathematics studies in engineering education programs. The VMC collection illustrates studentlearning topics in pre-algebra, algebra, statistics, probability and geometry. Assessment Methods Used: The paper will provide results from studies of teachers andgraduate students who make use of the VMC tools and resources to explore mathematical ideasand study student learning. Research assessment includes pre and post-test data that have beencollected, coded and scored in preparation for analysis to identify changes from interventionsmaking use of the VMC resources. The examined research question is with current data analysisin progress across multiple site interventions from several colleges and universities, we willreport on findings that are relevant to engineering education, in particular, growth inunderstanding of mathematics. Results: The VMC repository has been used to support pre-service teaching andprofessional development in New Jersey [2, 4]. Maher, Landis and Palius (2010) showed thatthe VMC was used to support mathematics middle-school teacher development. Their studyemphasized changes of teachers’ beliefs into student understanding by having teachers examinestudent learning videos. Administered pre and post tests showed significant teacher beliefchanges from the beginning to end of the course. The post-session data collected from courseevaluations and material showed positive results suggesting teachers found their participationboth valuable and relevant. Currently, with the inclusion of the VMCAnalytic, the VMC can beused to tailor professional development for individuals. They can now use the tool to create andexamine their own personal research and interventions.ASEE 2012 -- Abstract Submission – Blind Review 2|P ageReferences[1] - Agnew, G., Mills, C. M., & Maher, C. A. (2010). VMCAnalytic: Developing a collaborative video analysis tool for education faculty and practicing educators. In R. H. Sprague, Jr. (Ed.), Proceedings of the 43rd Annual Hawaii International Conference on System Sciences (HICCS-43): Abstracts and CD-ROM of Full Papers. IEEE Computer Society, Conference Publishing Services: Los Alamitos, CA.[2] - Palius, M. F. & Maher, C. A. (2011). Teacher education models for promoting mathematical thinking. In Ubuz, B. (Ed.), Proceedings of 35th Conference of the International Group for the Psychology of Mathematics Education 1, 321-328. Ankara, Turkey: PME.[3] - Maher, C. A., Palius, M. F. & Mueller, M. (2010). Challenging beliefs about children’s mathematics learning through video study. In P. Brosnan, D. Erchick, and L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (4), 885-992, Columbus, OH: The Ohio State University.[4] - Maher, C. A., Landis, J. H. & Palius, M. F. (2010). Teachers attending to students’ reasoning: Using videos as tools. Journal of Mathematics Education 3(2), 1-24.

Schmeelk, S., & Sigley, R. (2012, June), New Tools for Research: Using the Video Mosaic Collaborative Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21732

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