No More "What Are We Doing in Maths Today?" Affordances of the Flipped Classroom Approach [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).

Autor/in	Muir, Tracey
Titel	No More "What Are We Doing in Maths Today?" Affordances of the Flipped Classroom Approach [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Technology Uses in Education; Educational Technology; Homework; Video Technology; Secondary School Mathematics; Student Attitudes; Secondary School Students; Foreign Countries; Mixed Methods Research; Online Surveys; Interviews; Student Motivation; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Schülerverhalten; Sekundarschüler; Ausland; Interviewing; Interviewtechnik; Schulische Motivation; Australien
Abstract	Teachers of senior secondary mathematics are required to contend with a number of challenges including covering the prescribed curriculum, differentiating the content for a range of learners, and preparing students for externally imposed assessment tasks. The flipped classroom is gaining in popularity as an approach that can be used to address these challenges. This paper provides a framework that can be used to interpret the affordances of a flipped classroom within the context of teaching secondary mathematics and the motivational factors that influence the uptake of the approach. Data analysed through the framework showed that students believed that the approach enabled them to have autonomy over their learning and achieve their goals. The study has implications for senior secondary teachers and students, particularly in terms of meeting the challenges of curriculum coverage and preparation for externally imposed assessment tasks. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01