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contexts of their students ’ lived experiences. In addition, using Facebook posts to gather different problem - solving approaches, including mistakes that allow students to see how mathematics is con nected to their world with real - world problem solv ers.

on why the “ flip and multiply ” method works, and post the video with #mathtrick. After providing instruction on dividing fractions and opportunities to practice the flip and multiply procedure, the teacher can assess students ’ mathematical reason ing by watching their TikTok video. For example, you could ask them to complete the following task: Your friend is sure that dividing fractions is not the same as flipping and multiplying. It is your job to prove them wrong. Create a TikTok video explain ing to your friend why flipping and multiplying is the same thing as dividing one fraction by another fraction. Use the problem 5/3 divided by 4/7 as your example. We will present each TikTok in class. After showing students the prompt, the teacher provides an example to the students as seen in Fig ure 3. When grading these videos, the teacher fo cuses less on the quality of the videography and more on the students ’ explanations of the mathe matical principles and their accuracy. To conclude, there are some limitations to consider before implementing social media when using Fa cebook or TikTok in your classroom. First and foremost, and like all social media platforms, Tik Tok and Facebook have inherent privacy risks. Be fore introducing these platforms as pedagogical tools in your classroom, it is wise to have conver sations with your students about digital citizenship and online safety. Encourage your students to keep their profiles and videos private. It is best to lay out expectations when using the apps for academic purposes versus personal entertainment purposes. In addition, check with your school division about any potential video or photography privacy re strictions on students. This may restrict students ’ ability to self - release their own liability for appear ing in photos or videos for school purposes (this may not apply to all schools or divisions). For those students who do not have TikTok or Fa cebook accounts, you can create a class account on a shared device. Students can use another video Limitations to Consider

TikTok

TikTok is a popular social media app that allows users to watch, create, and share short videos from the convenience of their phones. In terms of pre senting mathematics topics, many of the videos on TikTok focus on explaining why different “ hacks ” work (see #mathtrick for examples). The profile Maths.hacks (https://www.tiktok.com/ @maths.hacks) provides examples of easy ways to divide numbers using benchmarks. For example, he shows that we can divide 700 by 25 by regroup ing 700 into 7 × (100÷25)=7×4=28. In terms of presenting solutions, almost any mathematical top ic can be made into a TikTok video by having stu dents explain their thinking and reasoning.

Figure 3: Mr. E ’ s TikTok

(https://vm.tiktok.com/TTPdUps2H4/)

Students can create their own TikTok videos to communicate their understanding of posed mathe matical task. For example, when studying division of fractions, students create an explanation video

Virginia Mathematics Teacher vol. 48, no. 1

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