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No more 'What are we doing in maths today?' Affordances of the Flipped Classroom Approach


Muir, T, No more 'What are we doing in maths today?' Affordances of the Flipped Classroom Approach, Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 3-7 July 2016, Adelaide, Australia, pp. 485-494. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper]

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Teachers of senior secondary mathematics are required to contend with a number of challenges including covering the prescribed curriculum, differentiating the content for a range of learners, and preparing students for externally imposed assessment tasks. The flipped classroom is gaining in popularity as an approach that can be used to address these challenges. This paper provides a framework that can be used to interpret the affordances of a flipped classroom within the context of teaching secondary mathematics and the motivational factors that influence the uptake of the approach. Data analysed through the framework showed that students believed that the approach enabled them to have autonomy over their learning and achieve their goals. The study has implications for senior secondary teachers and students, particularly in terms of meeting the challenges of curriculum coverage and preparation for externally imposed assessment tasks.

Item Details

Item Type:Refereed Conference Paper
Keywords:flipped classroom, senior secondary mathematics
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Equity and access to education
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:110144
Year Published:2016
Deposited By:Education
Deposited On:2016-07-15
Last Modified:2018-04-06
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