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Instructional Multimedia in the Math Classroom and Beyond

Annual Conference of the American Mathematical Association of Two-Year Colleges,


This paper is based on the reflections of a distance education (DE) mathematics instructor at Pellissippi State Technical Community College in Knoxville, Tennesee. In this DE classroom, 30 students were present with the instructor at the main campus, 8 students at a remote campus in Blount County, and 6 students in Knoxville. The link between the classrooms was made by Instructional Television Fixed Service technology, which connected the classrooms via two-way audio, but only one-way video. The typical class period was divided into two parts: a lecture delivered via a multimedia program using Macromedia Director; and discussion of homework problems that were solved in class using an overhead camera. Problems encountered in the classrooms included: (1) the teacher had to attend to the needs of students he couldn't see; (2) multimedia delivery involved extensive planning; (3) students at remote campuses were unable to see and hear everything that occurred in the main campus classroom; (4) remote students very rarely interacted without being asked; (5) student-to-student interaction was non-existent; (6) questions asked in the main classroom had to be repeated by the teacher so the remote classrooms could hear; and (7) distance students needed to take more responsibility for their own learning and overcome their intimidation of using microphones to interact with the class. (KP)


Wilson, A. (1994). Instructional Multimedia in the Math Classroom and Beyond. Presented at Annual Conference of the American Mathematical Association of Two-Year Colleges 1994. Retrieved April 18, 2021 from .

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