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Flipping the Learning of Mathematics: Different Enactments of Mathematics Instruction in Secondary Classrooms

Citation

Muir, T, Flipping the Learning of Mathematics: Different Enactments of Mathematics Instruction in Secondary Classrooms, International Journal for Mathematics Teaching and Learning, 20, (1) pp. 18-32. ISSN 1473-0111 (2019) [Refereed Article]


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Copyright 2019 The Author

Official URL: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/index

Abstract

The concept of flipping the classroom and flipped learning is becoming increasingly more popular in secondary schools. Although more prevalent in tertiary teaching, flipped learning has a number of affordances that may address the challenging demands of teaching secondary mathematics. While enactments of the approach vary, flipped learning 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. This paper reports on a study that investigated the enactment of the flipped classroom in ten different secondary mathematics classes. Findings indicated that there were essentially three different ways in which the approach was enacted, yet all enactments appeared to offer similar affordances. The study adds to the limited research that documents flipped learning in secondary mathematics classes and contributes to current understandings of teachersí and studentsí perceptions of their experiences of such an approach and the affordances it offers. The study has implications for secondary students and teachers of mathematics, particularly those who are teaching within the constraints of prescribed textbooks and externally imposed assessment measures.

Item Details

Item Type:Refereed Article
Keywords:flipped classroom, mathematics, 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:Teaching and Instruction
Objective Field:Pedagogy
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:132132
Year Published:2019
Deposited By:Education
Deposited On:2019-04-22
Last Modified:2019-05-14
Downloads:1 View Download Statistics

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