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Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class
Citation
Muir, T, Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class, Mathematics Education Research Journal ISSN 1033-2170 (2020) [Refereed Article]
Copyright Statement
Copyright 2020 Mathematics Education Research Group of Australasia, Inc.
DOI: doi:10.1007/s13394-020-00320-3
Abstract
Teaching senior secondary mathematics presents a number of challenges, such as
provision of a prescribed curriculum, homework expectations and preparing students
for externally imposed high-stakes assessment tasks. In order to address these challenges,
an increasing number of senior secondary mathematics teachers are incorporating
a flipped classroom approach into their teaching. While enactments of the
approach vary, it typically involves delegating the more routine instructional mathematical
content as homework videos, allowing for more targeted in-class teaching.
Traditionally in the domain of tertiary teaching, it is becoming more common in
secondary school settings and seems to address students’ needs for competence,
autonomy and relatedness, which comprise self-determination theory (SDT). This
paper looks at a case study undertaken with an Australian grade 12 class where the
teacher utilised a flipped classroom approach to teach mathematics 2. Data were
collected through an online survey, interviews and classroom observations. The results
showed that SDT was an appropriate lens to analyse participants’ experiences of the
approach, with the teacher being a particularly strong influence on students’ motivation
for engaging with the approach. The study adds to the limited literature on examining
enactments of the flipped classroom in senior secondary mathematics contexts and has
implications for practice in terms of identifying the practices and factors which
influence students’ motivations for engaging in mathematics classes.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | self-determination theory, flipped classroom approach, 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: | Teaching and curriculum |
| Objective Field: | Pedagogy |
| UTAS Author: | Muir, T (Associate Professor Tracey Muir) |
| ID Code: | 138220 |
| Year Published: | 2020 |
| Web of Science® Times Cited: | 6 |
| Deposited By: | Education |
| Deposited On: | 2020-03-27 |
| Last Modified: | 2021-08-25 |
| Downloads: | 0 |
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