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Online, anytime, anywhere: enacting flipped learning in three different secondary mathematics classrooms
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.
History
Publication title
Proceedings of the 40th annual conference of the Mathematics Education Research Group of AustralasiaVolume
2017Editors
A Downton, S Livy, J HallPagination
389-396ISBN
978-1-920846-30-5Department/School
Faculty of EducationPublisher
Mathematics Education Research Group of AustralasiaPlace of publication
Adelaide, AustraliaEvent title
40th annual conference of the Mathematics Education Research Group of AustralasiaEvent Venue
Melbourne, AustraliaDate of Event (Start Date)
2017-07-02Date of Event (End Date)
2017-07-06Rights statement
Copyright 2017 Mathematics Education Research Group of Australian (MERGA) IncorporatedRepository Status
- Restricted