Last year I tried an experiment after being exposed to research about the **Jasper project**. The basic idea of this project is, turn difficult word problems into authentic video problems which include potential extensions. The experiment was this, have my students create the video word problems, and start creating a library of these problems to use with my future classes.

The experience of creating the problem has some minor mathematics in it, after all the students need to *formulate* a difficult problem, verify that they are *able* to shoot the problem on video and then show a working solution to the problem (on paper or handed in separately in digital form). These skills are quite difficult, and are higher order skills in Bloom’s taxonomy.

Here’s an example of one of these word problems on the right.

It’s important to note here that there are some very difficult mathematical concepts embedded in this video. Students will need to be able to understand rate problems, solve for the distance of the falling object using kinematics, and use trigonometry to determine the distance that needs to be traveled, and then go back to rate problems to answer the question.

The whole process from start to finish took about 2 weeks (or 8 classes). One class to brainstorm the idea, one class to decide on the script and come up with the text version of the problem, and a few classes to solve the problem and do some in-class video editing. Yes, this is a lot of time, but in terms of building student self-esteem, working on very important collaboration and planning skills, it is worth it.

There’s no way that is actually enough time to produce such a high quality (for a student group) video, so I know for sure that lots of time was spent on this video outside of class, probably many hours of time.

So this process also inspires the students and gets them excited about your material. They will work much harder when they are excited about coming to class.

The video editing process itself was fairly straight forward. Most groups shot the clips with standard digital cameras, and then recorded the audio tracks after their video was done on their computers using Audacity. One group used iMovie for their editing and production, and the other 3 groups used Windows Movie Maker which was totally sufficient for their needs. If you want a no-install option, you can look at using **Pixorial.com** which I’ve tested out myself and works fairly well. It only really lacks two important features, the ability to edit the audio track separate from the video, and the ability to modify the video itself (instead of just moving it around), such as slow-motion, etc…

Check out these other two videos. Maybe use them with your class and try and solve the problems. As far as I remember, all of them have solutions, although some will require students to estimate distances.

[…] skills among students through problem posing. He let his students formulate problems and turn their math problems into math video problems. He has some examples of the video outputs in his […]