These clips are from a lesson using the Warm-up to Inverse integrals. In conjunction with the resource files and teacher notes, the clips may help you prepare to use the resource or reflect on classroom practice. You can also see some examples of students’ work from this task.
These students kindly agreed to let us film them sharing their initial thoughts as they worked on this task. Our aim in selecting these classroom video clips is to offer an opportunity to see the different ways mathematical thinking is revealed, as it plays out, rather than as a final and polished piece of work.
After viewing each clip
Spend a minute replaying the clip in your mind. Try to reconstruct significant parts of the episode. If watching with a colleague, compare your accounts of what you saw — watch the clip again if necessary to reach agreement.
Consider the prompts relating to student thinking and the teacher’s role.
Try to relate these episodes to your own classroom experience.
Students working on the task
|
Clip A
|
|
|
Clip B
|
|
|
Clip C
|
|
What does each clip reveal about these students’ understanding of integration, functions and their inverses?
As a teacher, what choices might you make in similar situations in your own classroom?
Students presenting their ideas
In this longer clip, students share their ideas at the board after initially working on the task in small groups.
|
|
|
Following the full class discussion, a further idea emerged.
|
|
|
Teacher reflections
|
Here the students’ teacher describes the context in which he used the task Inverse integrals, what he noticed as the students worked on the warm-up and how this helped him to facilitate the discussion in which the students shared their ideas. This is part of a longer interview with this teacher and a colleague. You can see further clips from this interview in the Resources in action pages for Distance between points and What type of triangle?. |
|
You can also read about the teacher’s reflections on the episode shown in Clip A.
We are very grateful to these students and their teacher for allowing us to film them working on Inverse integrals and the subsequent discussion.
We are grateful to Julian Marshall for directing the filming, selecting and editing some video clips and for his guidance on the use of classroom video.
