• Stefan Korntreff
  • Susanne Prediger
Publicly available instructional videos are used more and more frequently. However, their subject-specific didactical quality was questioned, especially with respect to the offered learning opportunities to develop conceptual understanding of profound mathematical concepts such as variables and algebraic expressions. For a theoretically sound and research-based clarification of this question, the article suggests a didactical conceptualization and content-specific operationalization for the quality of conceptual learning opportunities in instructional videos, by means of occurrence, unfolding and connecting relevant concept elements. For such an operationalization, the relevant concept elements for algebraic concepts must first be specified epistemologically. The empirical study reports a content-specific qualitative analysis of 50 YouTube videos, selected from the most watched German-speaking channels. The analysis shows that all the expected concept elements occur in the videos, albeit with different priorities (e.g. little attention to variables as generalizers). Explicitly unfolded interpretations of variables in connection with expressions and equations are rare, and the potential for connections is very heterogeneous. A few positive exceptions provide insights about how unfolding and connecting can be implemented and by which language high quality explanations can be achieved. The proposed conceptualization and operationalization of quality of the conceptual learning opportunities in instructional videos achieved by content-specific analysis of the occurrence, unfolding and connecting of concept elements can also be adapted to other subject-related concepts.
Translated title of the contributionConceptual Learning Opportunities of Instructional YouTube Videos: Conceptualization and Analysis for the Case of Algebraic Concepts
Original languageGerman
JournalJournal für Mathematik-Didaktik
Number of pages30
Publication statusE-pub ahead of print - 13.10.2021

ID: 1698923