Beyond Drill & Practice: Using Technology to Assess and Promote Reflection in Elementary Students’ Mathematical Explanations

Abstract

With increased access to mobile devices and more one-to-one initiatives implemented in
classrooms around the U.S., teachers are seeking ways to integrate the technology into their instruction.
Rather than incorporating the technology in ways that engage students in already learned material
through games or repetitive drills, it can be used to engage students in more transformative activities and
allow teachers to monitor students’ thinking. Screencasting is one such activity. Screencasts, which are
digital recordings of students’ written work and verbal explanations, allow for greater access to
documenting and assessing children’s mathematical understanding. When students generate multiple
screencasts of solution strategies and review their recordings, they have opportunities to reflect on their
understanding and teachers can assess in-the-moment students’ mathematical thinking. In this article,
screencasting is described to illustrate the process of assessing student thinking and providing
opportunities for reflection and revision.