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You must have watched several types of videos: those that look like video lessons, those that have performances, others with animations, documentaries, among others. Some authors have pointed out different types of didactic uses of videos. José Manuel Moran (1995), professor of New Technologies at the University of São Paulo, highlights some types of uses for videos: - Video as awareness: its purpose is to arouse curiosity and motivate students to learn new topics, and is recommended for introducing a new subject. - Video as illustration: often used to compose scenarios that are unknown or distant to students. - Video as simulation: it can simulate experiences that would be dangerous to do live or that would require a lot of time and effort.

resources.- Video as teaching content: presents a specific content, explored through images and sounds.- Video as production: can serve as documentation, intervention or form of expression and communication.- Video as assessment: recording of classes, seen as a way of evaluating students, the teacher and the process.- Mirror video: the actor watches his performance and uses it as a way of evaluating his performance when seeing himself on the screen.

Joan Ferrés (1996), pedagogue, specialist in Education in Audiovisual Communication and professor at Pompeo Fabra University (UPF) in Barcelona, separates videos into six modalities:
- Video lesson: is a systematic presentation of some content, and can be considered equivalent to an expository class.
- Video support: video that uses only images. The oral explanation is done by the teacher in the classroom. While the images are transmitted, the teacher explains the content.
- Videoprocess: the student is the protagonist, both in terms of being the actor or object of the video, and in terms of producing their own videos.
- Motivational program: an audiovisual program designed to encourage work after its screening. In other words, it has the characteristic of motivating viewers to study the main theme of the video.
- Monoconceptual program: these are brief, generally silent scenes that intuitively develop a single concept.
- Interactive video: this is one in which the user can interact, presenting a demand, which is answered by the video. For example, the user can choose an option from a menu available in the video.

There are some common points between these uses explained by Moran (1995) and Ferrés (1996), such as the issue of video production by students. However, we highlight, as Ferrés (1996, p.20), that systematization “is imposed as a basis for effective didactic use and as a fundamental step for the discovery of new forms of use.” In other words, when we use video in the classroom, we should not be concerned with classifying them according to the modalities presented, but rather, focus on their pedagogical potential.

And this is what we have in mind in this project. Not to worry so much about classifying the videos into modalities, but rather with exploring the mathematical content expressed in the artifacts.
The videos to be sent to this site can be a combination of different aspects present in the modalities presented by the authors mentioned above, combining explanations from the authors, animations, slides... In short, the creativity is yours! Open your mind to new possibilities and create your videos, exploring mathematical content. Below we highlight some items that you should keep in mind when creating your video.

Create your video and share it with us!

REFERENCES
FERRÉS, J. Video and Education. Translated by Juan Acuña Llorens. 2nd ed. Porto Alegre: Artes Médicas, 1996.
MORAN, JM Video in the Classroom. Communication and Education, v. 2, p. 27–35, 1995.

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