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Flipping the classroom: A case study of a mathematics methods class

Citation

Muir, T and Chick, H, Flipping the classroom: A case study of a mathematics methods class, Proceedings of The 37th Annual Conference of the Mathematics Education Research Group of Australasia, 29 June - 3 July 2014, Aerial Centre, University of Technology, Sydney, pp. 485-492. ISBN 978-1-920846-27-5 (2014) [Refereed Conference Paper]


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Copyright Statement

Copyright 2014 Mathematics Education Research Group of Australasia Incorporated

Official URL: http://www.merga.net.au/documents/merga37_muir.pdf

Abstract

The "flipped classroom" is gaining popularity in a number of settings, including secondary schools, reflecting a belief that the approach is more engaging and effective for students. This paper reports on a senior secondary mathematics class's experience with adopting a flipped classroom approach. The findings indicate that the teacher and students were positive about the practice and perceived it as being sustainable and transferable to other classes. The study has particular implications for senior secondary mathematics teachers who often find it challenging to cover the syllabus and prepare their students for externally imposed assessment tasks.

Item Details

Item Type:Refereed Conference Paper
Keywords:flipped classroom, 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)
UTAS Author:Chick, H (Associate Professor Helen Chick)
ID Code:93224
Year Published:2014
Deposited By:Education
Deposited On:2014-07-18
Last Modified:2015-05-13
Downloads:327 View Download Statistics

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