eCite Digital Repository

Flipping the mathematics classroom: affordances and motivating factors

Citation

Muir, T, Flipping the mathematics classroom: affordances and motivating factors, The Mathematics Educator, 17, (1 & 2) pp. 105-130. ISSN 0218-9100 (2017) [Refereed Article]


Preview
PDF
Restricted - Request a copy
614Kb
  

Copyright Statement

Copyright 2017 Association of Mathematics Educators, Singapore

Official URL: http://math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/p...

Abstract

Secondary mathematics teachers are required to contend with a number of challenges including motivating students to engage with mathematics, covering the prescribed curriculum, differentiating the content for a range of learners, and preparing students for further study and externally imposed assessment tasks. The flipped classroom offers an approach to teaching that can be used to address these challenges, with its autonomous nature being particularly applicable to mastery learning. This study investigates the characteristics of a flipped classroom and its impact upon studentsí motivations for engaging with mathematical course content in two different secondary mathematics classes. The findings suggest that the flipped classroom has a number of affordances which address studentsí needs for competence, autonomy and relatedness, particularly when enacted within a mastery paradigm.

Item Details

Item Type:Refereed Article
Keywords:flipped classroom, senior secondary mathematics, motivation, mastery learning
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:Teaching and Instruction Technologies
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:125773
Year Published:2017
Deposited By:Education
Deposited On:2018-05-04
Last Modified:2018-08-24
Downloads:0

Repository Staff Only: item control page