LEARNING BY TEACHING WITH VIDEOS

Abstract

In today's world, technology plays an important role, and its influence is evident in almost every domain, and education is no exception. The introduction of new technologies represents a valuable resource in improving the teaching and learning process. Of these resources, video has been used to support student learning. From traditional classrooms to online platforms, videos have become invaluable tools for teachers and students alike, enriching the academic experience.

This work focuses on the LIGHTS project, which began in 2018. This project aims to improve students' mathematical communication: (i) organize and link students' mathematical thinking through communication; (ii) communicate logical and clear mathematical thinking to colleagues, teachers, and others; (iii) analyse and evaluate mathematical thinking and strategies; (iv) use mathematical language to express mathematical ideas correctly. The LIGHTS project involves the use of videos where students take an active role in the video, rather than a passive, contemplative role. Specifically, they produce videos centered around specific mathematics topics. By adopting this strategy, students become more motivated to learn mathematics, avoiding giving up and abandoning curricular units related to mathematics. The LIGHTS project is also a strategy to integrate new students into higher education.

In this paper we will describe how the project was implemented over the last six years and the profile of the participating students (and the curricular units and degrees where this participation took place).