Towards Flipped Learning in Upper Secondary Mathematics Education

Abstract

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

“…The data were analyzed (we are currently working on further analyses by constant comparative methods) and findings were integrated into subsequent design cycles. Extended results of this study will be published in [65]. In the development of the design cycles, we had to take into account new opportunities that software development offered.…”

A look over students’ shoulders when learning mathematics in home-schooling

“…Following flipped learning approaches, the students' children's rooms became individual learning spaces, and the web became group learning spaces in home-schooling. In a previous study (Schallert & Weinhandl, 2019;Weinhandl et al 2020), we were able to illustrate that confidence when learning, learning by working, and flexibility when learning are essential elements of flipped mathematics learning. These three aspects of a learning design could be of particular importance if both individual and group learning spaces are formed by a technology-enhanced learning environment, as was the case in home-schooling.…”

“…Both the individual and group learning environments, a characteristic of flipped learning (Flipped Learning Network, 2014), could be technological learning environments that students build individually. Mathematics learning through working, which is essential for students (Schallert & Weinhandl, 2019;Weinhandl et al 2020), could become mathematics learning through collaborative problem-solving in home-schooling.…”

Effectiveness of the Flipped Classroom in the Teaching of Mathematics in an Online Environment: Identification of Factors Affecting the Learning Process

“…The pedagogical vision (Weinhandl & Lavicza, 2021) states that the physical presence of an educator is not required, and neither is that of a classroom (Camacho et al, 2020). In other words, the space-time barriers have been reduced in virtual teaching thanks to the teaching strategies carried out by the teachers (Weinhandl et al, 2020). This advance has favored the use of digital resources both in a synchronous and asynchronous way (Schallert & Weinhandl, 2019), where the student has the role of protagonist with a more active role.…”