Scholarlink

This study explores a graduate-level algebraic geometry course at the University of Auckland, where YouTube videos played a key role in a flipped classroom redesign. Online platforms, such as YouTube, can be used by educators to share and utilise resources that can support learning in mathematics. To our knowledge, the use of YouTube resources in advanced mathematics courses has received relatively little attention in the research literature. Furthermore, with evidence suggesting the suitability of flipped learning for graduate students, this research provides insights into a different learning model for advanced mathematics education. We employ a case study approach to focus on the perspectives of the instructor and students involved in this implementation. The instructor in this study utilised videos created by a renowned mathematician to redesign various aspects of an algebraic geometry course. While the instructor saw much potential in the expert insights provided by the videos, the students may have struggled to see and appreciate the mathematical insight to the same extent. These differences underscore the nuanced nature of student engagement. The multifaceted role of YouTube and social media is highlighted in this dual-perspective study.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

YouTube Videos as a Content Resource in a Flipped Class on Algebraic Geometry: An Exploratory Case Study in Graduate Mathematics Education

  • 章节

  • 发表日期：

    2025年

查看全文
  • Sang Hyun Kim,
  • Tanya Evans,
  • Ofer Marmur,
  • Jeroen Schillewaert

摘要

This study explores a graduate-level algebraic geometry course at the University of Auckland, where YouTube videos played a key role in a flipped classroom redesign. Online platforms, such as YouTube, can be used by educators to share and utilise resources that can support learning in mathematics. To our knowledge, the use of YouTube resources in advanced mathematics courses has received relatively little attention in the research literature. Furthermore, with evidence suggesting the suitability of flipped learning for graduate students, this research provides insights into a different learning model for advanced mathematics education. We employ a case study approach to focus on the perspectives of the instructor and students involved in this implementation. The instructor in this study utilised videos created by a renowned mathematician to redesign various aspects of an algebraic geometry course. While the instructor saw much potential in the expert insights provided by the videos, the students may have struggled to see and appreciate the mathematical insight to the same extent. These differences underscore the nuanced nature of student engagement. The multifaceted role of YouTube and social media is highlighted in this dual-perspective study.