Name of teaching material
Junior High School Mathematics Video Teaching Materials self-made product
Japanese Page URL
*The description appears by hovering the cursor over the image.
| Target | Junior high school level students with hearing impairments |
|---|---|
| Disability category | deaf and hard of hearing |
| Teaching units / Applicable scenes | arithmetic, mathematics |
| Specific purposes |
・By watching as well as creating video featuring familiar subject matter, students learn about the relationship between velocity, time and distance in a visual and hands-on fashion to help them understand what sort of quantity "velocity" is. ・Through the use of video presentation, students are able to clearly conceptualize angle of circumference. In addition, students gain a clear understanding of the positional relation between angle of circumference and central angle. |
| Considerations for disability characteristics |
・Video of familiar subject matter is used out of consideration for visual ease of understanding and conceptualization. ・Students are able to visually identify specific shapes. |
| Expected effects and results |
・Helps with the process of moving from the specific to the abstract when dealing with velocity as a quantity. ・Capable of being repeatedly reproduced. Reliability improves with each attempt as well as the time required. |
| How to use |
Create video which allows for time and distance to be understood visually. When students are making their own video, put them into groups of three and ensure safety precautions are taken when throwing balls, etc. ・Fix the digital camera in place, and do not move the overall setup. Move the object bit by bit, photograph it and then use video editing software to create a video. Ensure that the difference in time series is clearly visible. First, show the students a video of something familiar to them (in this case, a thrown baseball and a passing train) and identify to them what is expressing velocity in the video. Afterwards, have the students make a similar video. Have them measure a distance and then video a ball being thrown across that distance. Use replay, etc., to measure the elapsed time as accurately as possible, and then have them calculate and announce the velocity. (For example: "The velocity that [Student A] threw an [object] was [X] km/hr.") ・Question: "Drawing lines through points A and B will create two straight line which intersect at a 30° angle. What shape is described by the trajectory of these intersections?" → Try out several intersections on the blackboard to help the students figure out what is happening. After coming up with a prediction for the trajectory, play the video bit by bit so that the students can see that the points of intersection describe a circle. |
| Related teaching materials and information | ・Proportion/inverse proportion, linear function graphs, and other materials showing data point tabulation; materials enabling visual comprehension of point symmetry characteristics. |
| Useful for other students |
- Informant Special Needs Education School for the Deaf, University of Tsukuba
- Keywords Video, visualization
- Created 2017-11-02 13:55:01
- Updated 2020-06-08 18:02:51