From Watching to Solving: Teachers' Perceptions of Online Mathematics Video Learning in Senior High School

Abstract

Online mathematics videos are widely used by senior high school students as supplements to classroom instruction, yet apparent comprehension during viewing does not always result in independent problem solving or improved achievement. This qualitative study investigates how five senior high school mathematics teachers perceive the processes through which students learn from such videos, with particular attention to the gap between understanding an explanation and being able to solve a problem. Data consisted of researcher-recorded responses from semi-structured interviews and were analyzed thematically. Participants viewed videos as accessible, replayable resources that can support visualization, revision, and temporary emotional reassurance. At the same time, they consistently distinguished following a fluent solution from generating one independently. They associated this gap with insufficient active processing, limited self-explanation and retrieval, fragile conceptual connections, and inadequate engagement with variant problems. Mathematics anxiety and unstable self-efficacy were perceived as encouraging immediate recourse to videos, providing short-term relief while potentially weakening persistence with difficulty. Teachers endorsed or proposed prediction prompts, purposeful pauses, error analysis, independent reconstruction, variation, and feedback. The study offers a teacher-perceived, hypothesis-generating model rather than causal evidence and suggests that productive video design should convert viewing into cycles of prediction, explanation, practice and reflection.