Flipped classroom as a reform-oriented approach to teaching mathematics

Çevikbaş, Mustafa; Kaiser, Gabriele

doi:10.1007/s11858-020-01191-5

Cited by 91 publications

(91 citation statements)

References 33 publications

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“…In this issue Cevikbas and Kaiser ( 2020 ) describe how the implementation of a flipped classroom pedagogical approach enabled an experienced Turkish secondary school teacher to develop practices that aligned to a more socio-contructivist paradigm. This in-depth case study sheds light on how shifts in the quantity and quality of the teacher’s scaffolding and questioning techniques provided evidence of this evolution, whilst also highlighting the important affective component for the teacher involved.…”

Section: Concerning Classroom Practice—the Different and Emerging Plamentioning

confidence: 99%

Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

133

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In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.

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Section: Concerning Classroom Practice—the Different and Emerging Plamentioning

confidence: 99%

Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

133

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“…In this regard, ElSaheli-Elhage (2021) noted that some educators admitted that they are not digitally literate enough to cope with regular online teaching activities during the pandemic. In this respect, Cevikbas and Kaiser (2020) pointed out another drawback related to digital teaching, which is closely linked to the subject-specific content needed for effective flipped teaching. They highlighted the problems for teachers in identifying adapted learning materials that successfully meet the specific needs of their students or in creating their own lecture videos, slides, infographics, and other learning resources via online platforms.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Ferrer

Martínez

2021

Humanit Soc Sci Commun

104

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This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.

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“…Previous studies have already shown that flipped classroom approaches can improve student performance in science education (Sezer, 2017) as well as in mathematics education (Charles-Ogan & Williams, 2015;Wei et al, 2020). A recent study (Cevikbas & Kaiser, 2020) regarding flipping mathematics classes concludes that well-designed flipped classroom scenarios can support students' mathematical thinking and understanding by applying differentiated teaching strategies. In this paper, we are investigating the design of inquiry-based flipped classroom scenarios and present the development of a design heuristic supporting teachers' lesson planning practice.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…For setting up an inquiry-based flipped classroom scenario, teachers need to plan on how to arrange in-class and out-of-class phases carefully. Recent research (Weinhandl, Lavicza & Houghton, 2020) indicates essential aspects for introducing STEM teachers and especially mathematics teachers (Cevikbas & Kaiser, 2020;Weinhandl & Lavicza, 2019) to flipped classroom approaches. However, there is still a lack of research investigating how to support STEM teachers' lesson planning practice for inquiry-based flipped classroom scenarios.…”

Section: Introductionmentioning

confidence: 99%

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

Schallert

Lavicza

Vandervieren

2021

Int J of Sci and Math Educ

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The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

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Flipped classroom as a reform-oriented approach to teaching mathematics

Cited by 91 publications

References 33 publications

Teaching with digital technology

Teaching with digital technology

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

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