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Online, anytime, anywhere: enacting flipped learning in three different secondary mathematics classrooms

Citation

Muir, TA, Online, anytime, anywhere: enacting flipped learning in three different secondary mathematics classrooms, Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, 2-6 July 2017, Melbourne, Australia, pp. 389-396. ISBN 978-1-920846-30-5 (2017) [Refereed Conference Paper]


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Copyright Statement

Copyright 2017 Mathematics Education Research Group of Australian (MERGA) Incorporated

Official URL: https://www.merga.net.au/publications/conf_display...

Abstract

Flipped learning is gaining in popularity as a teaching approach in secondary mathematics classrooms. Traditionally seen as the domain of tertiary teaching, flipped learning has a number of affordances that address the challenging demands of teaching secondary mathematics. Enacting this approach requires a reconceptualization of traditional secondary mathematics instruction in that instructional content is assigned as homework before class, providing for more targeted in-class teaching. I describe three different enactments of the flipped learning approach and report on the teachers' and students' experiences of such an approach and the affordances it offers.

Item Details

Item Type:Refereed Conference Paper
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:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Muir, TA (Associate Professor Tracey Muir)
ID Code:118327
Year Published:2017
Deposited By:Education
Deposited On:2017-07-10
Last Modified:2018-01-11
Downloads:1 View Download Statistics

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