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Abstract

Audiovisual materials have been widely investigated in mathematics education for their capacity to improve learning outcomes and mitigate student disengagement. Therefore, this study aims to evaluate the acceptance of audiovisual materials as instructional aids among eighth-grade students. Adopting a mixed-method approach, the research first involved semi-structured interviews with mathematics teachers to identify key teaching and learning challenges. Based on the insights gained, educational videos were developed, adhering to motivational and didactic criteria. In the final phase, 78 students from a public high school in Ibarra, Ecuador, participated in a Likert-scale survey, guided by the Technology Acceptance Model (TAM), to assess their reception of the videos. The findings revealed that teachers highlighted fear of mathematics, insufficient prior knowledge, and the abstract nature of the content as major obstacles to be addressed. Most students responded positively, considering the videos effective for enhancing their understanding of mathematical concepts and boosting their motivation to learn. This study underscores the potential of audiovisual materials as effective tools to address educational challenges and foster student engagement in mathematics.

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Audiovisual Material Didactic Tools Eight-Grade Students Mathematics Education

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How to Cite
Piedra, A. B., & Reascos, I. (2024). Production and evaluation of audiovisual material to support the teaching of mathematics in eighth-grade learners. Journal on Mathematics Education, 15(3), 883–904. https://doi.org/10.22342/jme.v15i3.pp883-904
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