Kids Teaching Kids:

Eric Marcos teaches 6th Grade Mathematics at Lincoln Middle School in Santa Monica, California. He also operates Mathtrain.com, a site that features math video lessons (a.k.a. mathcasts) created by his students.

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We wanted to know how Eric came up with the idea of having his students do mathcasts, as well as the nuts and bolts of how they're made. So we asked!

How did you begin doing mathcasts and why did you launch Mathtrain?

I started mathtrain.com with the goal of creating a class web site where I could post homework assignments online, as well as offer students and their families a variety of resources. Back then, I wrote the HTML code by hand. Last year, I moved my web site onto moodle, a free open-source course management system (CMS). At the same time, I purchased a Tablet PC and discovered Camtasia Studio. These three things immediately made a positive difference in the impact I could have as a teacher.

Right away, I saw the opportunity to use Camtasia Studio as a tool to help my students. At times, students email me with questions or ask for assistance with their math homework. In the past, I would have to try to explain a math concept or problem via a text email message. This was not ideal, especially when it came to trying to insert proper operations and symbols.

But once I had Camtasia Studio, I started recording individualized mini-tutorials. Within 15 minutes or less, a student could access a quick video tutorial I made for them. (I had to upload the file via FTP back then. Now, Screencast.com makes things even easier and faster for sharing.) The students were always amazed, thankful, and best of all the videos usually helped them grasp the concept they were struggling with. The students would often comment that it was like having their own personal tutor.

That is when I decided I wanted to build a library of math video tutorials—at least one for each math topic we will cover. I made a few myself, but quickly realized that a student—in his or her own words, voice and handwriting—might be better. Thus, our first “Bob” mathcast was born.

What educational benefits do you see in having the students create mathcasts?

Our superintendent Dianne Talarico said it best, "[Screencasting] engages the students and allows them to take an active part in their own learning. Such methods of teaching and integration of technology not only increase content retention, but also make the learning process fun for students.”

My students are gaining not only math skills, but also important artistic flairs, self-confidence, and pride in the presentations they make with Camtasia Studio.

Do you just set students loose with Camtasia Studio or train them first?

Kids are amazing! They picked up the basics of how to operate Camtasia Studio right away. And the way the program is set up, it really is kid-friendly. Of course, there are many features that are new to them. Camtasia Studio is quick to learn, but let's face it—it is a powerful, professional tool. There are so many features and settings for the “experts” to tweak and master. Luckily, my students seem to have a thirst for learning new things. So at times I am training them and other times they are training me, or each other.

"Making mathcasts was very easy. All I did was do what I usually do on paper, but instead I put it on the computer and explained how I did each step.” - “Bob”, 6th grader and mathcast pioneer

The mathcasts are so fresh and fun to watch…are they scripted?

The videos are not scripted and the performances are not rehearsed. This seems to keep a natural tone and enthusiasm in the student's delivery. I think a viewer can tell when a video lesson is scripted or well-rehearsed. It can feel forced. We want the viewer to feel like the student-instructor is talking directly to them, in their normal voice and words.

In preparation for recording, usually the student will work out the problem ahead of time (just like I do as a teacher, so I can familiarize myself with a topic and think of effective ways to teach it). Here's what student “Bob” said about how she created our first mathcast,

To prepare for the Mathcast, I did the problem I was explaining on a piece of paper. I studied the piece of paper as I did the video. The words that I said were all made up on the spot.”

From there, they basically hit “record” and go.

How much editing do you do?

Although we certainly edit our videos, we also do not mind leaving in the occasional imperfections which sometimes can actually breathe life into the lesson.

Most of the edits we do are adding callouts. What a great feature! A lot of work goes into making sure the lesson makes sense as it was recorded. When necessary, callouts are dropped-in to add emphasis, define math vocabulary terms, give background information or even to sometimes clear up (or in some cases, cover up) unclear or inaudible segments.

Not to get too technical, but what do you use for a microphone?

Believe it or not, the microphone we used most of last year was this very inexpensive, “Realistic (Radio Shack) 33-2001A, Dynamic Mic.” The top covering kept falling off and had to be constantly snapped back on. But it sounded pretty good. But at the same time, we certainly used Camtasia Studio's “audio enhancements” feature a lot. The student would hold mic in one hand, while writing and recording with the other. For some reason, they actually liked doing this and did not want to try to hang the mic or put it into a makeshift mic stand. They preferred holding it.

Over the summer, I purchased a Shure 55SH Series II (Unidyne II) Dynamic Microphone, as well as a sturdy mini-mic stand. (Yes, this is the mic with that vintage “swing music” look.) The students really like the look of this mic. And all who have used it agree the sound has been improved and that there appears to be more noticeable warmth in their voice recordings

How do students like the Tablet PC?

Students absolutely love using my Tablet PC. When we are not doing math problems or making mathcasts, they like drawing and doodling on it. Some people thought I was crazy to bring in my own Tablet PC into a room full of middleschoolers. These are some of the same people who get all fidgety if you just touch their clunky desktop computer. But that is exactly why I bought one and bring it to class each day. I want my students to use it! And they do during school, and sometimes for hours after school. They really respect my tablet. (And not once has my tablet pen been lost or misplaced!)

Are there any legal or permission issues involved with having the kids “appear” in the mathcasts?

Safety and privacy are always a concern, but fortunately our screencasts do not depict any images of the kids. Only voice and writing are used. And the students use aliases. This has become an unforeseen benefit, because they get extremely excited when they get to pick their own mathcast “screen name.”

The parents and guardians have been hugely supportive. Most realize that we are doing something pretty creative and cool. And those who are not tech-savvy have at least heard others call our students “pioneers.” Several parents/guardians have stopped by our classroom after school to watch us record some screencasts. (My goal is to get them to make one, too!)

So how are the mathcasts used?

Right now, many of our mathcasts are linked to on the front page of our class web site, www.mathtrain.com. They are a resource for students and their families to view for additional support or if they just want to jump ahead and learn new topics.

Recently, I began the “Mathtrain.com with Mr. Marcos Podcast” on iTunes. Every few weeks, a new episode is released, featuring one of our mathcasts. (Search for “mathtrain” in the iTunes Store.)

Have they been well received?

The response has been tremendous. The parents and school staff are impressed with the quality and uniqueness of the student-created videos. Even our district has begun to take notice, and we thank TechSmith for making us look so good.

A couple of our videos were picked as front page features on teachertube.com. And another video is being featured in a U.K. math site. And just a few weeks ago, our first mathcast was played by educational consultant Alan November during his keynote address at the Los Angeles County “21st Century Learners Symposium.” This was quite an honor to the former 6th grade student, “Bob”, who created the math video lesson.

Wow, sounds like this mathcast thing has turned out to be a very cool project.

Yes, I called my mom and dad on the East Coast last winter and told them I just knew my students were doing something amazing. This has truly revolutionized my teaching. 

Examples of student-created mathcasts

• Rounding a decimal (2:42)
• Adding fractions (1:41)
• GEMDAS (2:08)  

Related links

• “Everday Heroes” interview in Harvard Ed. magazine (August 2008)
• Mathtrain.tv – mathcasts from Eric Marcos and his students
• Math247 wiki – community site started by mathcasting pioneer Tim Fahlberg  

Mr. Marcos Five Tips for Student Screencasts

#1 - Get a Tablet PC

They are portable (unlike a Smart Board) and easy to use. It's a great way to create a screencast because writing on tablets is natural. You can lay it flat and use it as if you were writing with a pencil and paper.

#2 - Keep it short

This is something I struggle with myself, but shorter is usually better. It cuts down the file size (thus, it loads quicker) and you are more likely to keep the viewer's attention. One parent suggested I try to keep the videos under one minute. That is usually my goal now, but sometimes you just need more time.

#3 - Take time to edit

Editing videos can be time consuming. But it is worth it. We snip out extra “blank” spots and trim the length down (as mentioned above) during the editing process. We strive for consistency within each video. Take time to fix audio levels and watch the video several times to see how it comes across. Then, insert callouts or zooms as needed to make the screencast more effective to your target audience.

#4 - Make it look good to engage viewers

The great thing about screencasts is that there is both audio and visual content. Without overloading the viewer, we try to make the presentation look appealing. Obvious maybe, but it is important to remember to try to make your presentation engaging. This has been especially important with a subject like math and our potential audience of teens and preteens. We use visual cues, such as different colors, diagrams and supportive callouts. These really can enhance a presentation.

#5 - Use Screencast.com to save time

I have to include this because it really does save time. In the past, I spent too much time uploading videos to my server. Then I had to organize them, and create links to them. With Screencast.com, I can create a video and then immediately upload it with just a single click. Once it is uploaded, Screencast.com automatically creates links for embedding the media into my web page, direct linking (URL), HTML code and it even allows me to send a link via e-mail.