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The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class

Citation

Muir, T and Geiger, V, The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class, Mathematics Education Research Journal, 28, (1) pp. 149-171. ISSN 1033-2170 (2016) [Refereed Article]

Copyright Statement

Copyright 2015 Mathematics Education Research Group of Australasia

DOI: doi:10.1007/s13394-015-0165-8

Abstract

Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. This study investigates a teacherís, and his studentsí, perceptions of the benefits or otherwise of a flipped classroom approach in meeting these challenges, within a prescribed curriculum context. Data collection instruments included a survey designed to investigate the nature of studentsí engagement with the flipped approach and semistructured student and teacher interviews. Analysis of these data indicated that the teacher and students were positive about their experiences with a flipped classroom approach and that students were motivated to engage with the teacher-created online mathematics resources. The study adds to the limited research literature related to student and teacher perceptions of the affordances of the flipped classroom approach and has implications for secondary mathematics teachers who face the challenge of the twin demands of covering the prescribed curriculum and catering for a range of studentsí learning needs.

Item Details

Item Type:Refereed Article
Keywords:Digital technologies,flipped classroom, technology, adolescents, engagement, mathematics
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Muir, T (Dr Tracey Muir)
ID Code:106419
Year Published:2016 (online first 2015)
Web of Science® Times Cited:3
Deposited By:Education
Deposited On:2016-02-10
Last Modified:2017-11-20
Downloads:0

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