The Proof is in the Screencast

This paper will present results from an action research study that incorporated two different technologies for the purpose of students valuing and communicating a geometric proof to their peers. The author followed the Mathematics TPACK (Technology, Pedagogy and Content Knowledge) Framework (Association of Mathematics Educators, 2009) to structure an action research project in her classroom. Preservice elementary education majors used The Geometer’s Sketchpad (Jackiw, 2006) to illustrate a problem solution and its supporting proof based on the mathematics of similar or congruent triangles. The students then used a freeware screen capture program, Jing, to produce an audio supported screencast. Once the screencasts were completed, the students engaged in the process of self- and peer review. The results of the study indicate that the self- and peer review process allowed the students a chance to reflect accurately on the essential elements of a proof. Students reported that the experience of reviewing their peers’ screencasts had a stronger influence on developing their skills at writing and evaluating geometric proofs compared to the process of creating their own screencast proofs