A Video-Based Task a Window into Quadratic Function Graphing.

The article investigates the use of video-based tasks as formative assessments to enhance students' procedural and conceptual understanding of graphing quadratic functions in a college algebra course at a two-year community college. The study compares an experimental group, which completed self-recorded video presentations explaining the process of converting quadratic functions to vertex form by completing the square, with a control group using traditional pencil-and-paper methods. Results indicate that students engaging in video-based tasks demonstrated higher proficiency in both procedural skills and conceptual understanding, particularly in connecting algebraic forms to graphical representations. Student feedback highlighted improved comprehension and motivation, despite some technical challenges in video submission. The study suggests video-based assessments as a promising instructional tool in mathematics education, while noting limitations due to the small sample size and recommending further research with larger populations.