Video in the Middle

Getting Started

There are 40 modules!  Modules can be mixed and matched to your professional learning needs. Below are ways to understand the learning possibilities.

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Getting Started

How to Use This Site

The VIM project is designed to allow you to lead your own learning and identify modules (and groups of modules) that are most relevant to you.

You can use three types of filters to control your searches:

Task Type: Pattern Task Cluster and Similarity Task Cluster filters will allow you to identify which task is used in each module and which sets of modules use the same or related mathematics tasks.

Mathematics Topics: These filters will allow you to identify modules that deal with specific mathematics topics. For example, filtering for “recursive versus explicit expressions” will generate a list of 4 modules that you might use to focus on that topic.

Effective Mathematics Teaching Practices: These filters will allow you to sort modules according to which modules highlight each of the effective mathematics teaching practices identified in NCTM’s Principles to Actions: Ensuring Mathematical Success for All (2014).

Use these filters to find modules of the most use to you and create your own “playlists.” Here are some examples that we’ve put together:

Playlist A: Filtered by Task Cluster

The Pool Border task is part of our district’s syllabus for 8th grade math, and I’ve used it with my students many times. Since I was working with some new teachers this year, I was interested in having some examples of its use in other classes to share with them. Using the Task Cluster filter, I chose these 4 modules, starting with Discussing 5 x 5 since it focuses on how that task is launched with students. I followed with the next two because they show two groups of students sharing their work and making connections across representations. Finally, the Lulu’s Group module provided yet another way that students look at the mathematics and use symbols to represent their thinking.

Pool Border

Discussing 5 by 5

Framing a Pattern Task

Debra (the teacher) asks students to consider how many 1 x 1 tiles would be needed to create a border for a 5 x 5 pool. The class then discusses the different approaches students took to counting the tiles, both correct and incorrect.
Pool Border

Lulu’s Group

Translating Mathematical Strategies into Symbols

Lulu shares her group's equation, n = (s + 2)^2 – s^2, explaining that it describes finding the area of the larger square (side length s + 2), then subtracting the area of the pool (side length s). Debra (the teacher) asks another student to paraphrase Lulu's group's approach.
Pool Border

Pascal, Adam, & Tammy

Connecting Mathematical Structure Across Representations

Pascal, Tammy, and Adam to go to the board and show their equation, n = (s + 2)4 – 4, explaining that each of the pool's 4 sides is s + 2, giving you (s + 2)4. They add that since they counted each of the 4 corners twice, they needed to subtract them out (– 4).
Pool Border

Siri & Tiffany

Using and Connecting Mathematical Representations

Siri & Tiffany's group share how they approached the Pool Border task, decomposing the border into four "side plus corner" pieces, the equation for which they write as n = s4 + 4

Playlist B: Filtered by Mathematics Topic

Because I’m interested in spending more time considering the connections between algebra and geometry, I decided to use the Similarity/Linearity filter to find a couple of modules to explore.

Logos

Comparing Logos

Examining Linear vs. Quadratic Growth

After discussing several equations for Regina Logo (linear function) and Schemel's Logo (quadratic function), students consider how the two tasks are similar and different. As the lesson closes, the teacher asks them to do a journal write on how the graphs of the two functions compare.
Similar Triangles

Matilda, Milo & Mati

Connecting Triangle Similarity, Transformations, and the Slope of a Line

Three students share their methods for soliving the Similar Triangles on the Same line task, one using translation and dilation, one using similar rectangles, and the other presenting parallel lines. tranversal and equal angles.

Playlist C: Filtered by Effective Mathematics Teaching Practice

My colleague and I decided to use the “Facilitate meaningful mathematical discourse” filter as our first foray into the Effective Mathematics Teaching Practices, and, of the 10 modules that the filter presented, we were pleased with the three we selected. We liked that they represent different grade levels and delve into a variety of topics related to discourse. We look forward to exploring this filter more and, perhaps, combining it with a filter from Mathematics Topics to see what other combinations of modules we might explore.

Cubes in a Line

Chase’s Question

Discussing Mathematical Thinking

As students discuss their approaches, Chase asks Cody where the 4 comes from in his idea. Cody responds, "Which 4? There are a whole bunch of 4s." As the discussion continues, Kyle, Nicholas, and Jasmine add their ideas.
Logos

Revisiting Kiril & Reymond

Discussing Mathematical Ideas

In viewing this discussion of Regina's Logo, we focus on how the teacher and student assistant manage the discussion as Kiril shares how he found the closed form equation using a table, and Reymond shares his geometric approch.
Polygons

Revisiting Lindsey’s Question

Working with Unexpected Student Ideas

As the class discusses the rule t + 2 as a solution to the Triangles task, the teacher, Cindy, asks them to consider where the +2 comes from in the visual representation. After some discussion, Lindsey poses the question, 'Why isn't it plus 4?'

Now you are ready to visit the Modules page to begin organizing your experience.