I strongly believe that both mathematics and science concepts become more easily understandable if the presentation is made more interactive, which can include audio visual aids, intermittent question and answer sessions during lectures, doubt clearing sessions and submission and evaluation of student assignments.

However, the foremost requirement on part of the instructor should be to ensure adequate depth and clarity of the presentation that can initiate the thinking process and ignite curiosity towards the material, in the students.

I strongly believe that both mathematics and science concepts become more easily understandable if the presentation is made more interactive, which can include audio visual aids, intermittent question and answer sessions during lectures, doubt clearing sessions and submission and evaluation of student assignments.

However, the foremost requirement on part of the instructor should be to ensure adequate depth and clarity of the presentation that can initiate the thinking process and ignite curiosity towards the material, in the students.

Agreed! i think it is more like how one tailor the lectures to visual aids? I have witnessed many horror stories.

I think the audio visual aids should be synchronised with the lecture material itself, as a part of it, for example while teaching point group symmetry or crystallographic symmetry the ball and stick models must be used for demonstration of the symmetry elements in conjunction with presentation of the theoretical material.

I believe ICT tools create a smooth pathway of learning math and science.

I agree that audio-visual aids can help keep students engaged and therefore interested in what they are learning, so I "discovered" youtube. In pre-corona period I never had time for making videos, and in last 50 days I recorded 32 videos, mostly for my students (math subjects)...

I have over 250 videos currently. That will double soon.

What tech do you use?

All videos (for my students) are recorded with Screencast-O-Matic, all are in Croatian, and each is up to 15 min length. I used MathyType program for typing the solution(s) of math exercises subjects. Next, in almost all exercises covered by video I had a need to work with Geogebra. All videos are posted as private files on my Youtube channel...

Every way of learning mathematics should be based on continuous solving of problems, regardless of whether on the board or on the computer monitor screen.

However, I am in favor of solving problems and learning mathematics in a stationary form.

However, everyone should choose their own effective type of knowledge acquisition.

Have you used Desmos?

Also WDP seems to be a future-gen aid for math videos.

I never used Desmos, but after short investigation it seems nice tool as well. What is WDP? Can you provide some link Ahmet Ozkan Ozer ?