Flipping the Classroom: A Case Study of a Mathematics Methods Class [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).

Autor/inn/en	Muir, Tracey; Chick, Helen
Institution	Mathematics Education Research Group of Australasia
Titel	Flipping the Classroom: A Case Study of a Mathematics Methods Class [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Mathematics Instruction; Methods Courses; Mathematics Teachers; Secondary School Mathematics; Teaching Methods; Technology Uses in Education; Video Technology; Homework; Grade 11; Foreign Countries; Pedagogical Content Knowledge; Technological Literacy; Educational Technology; Teacher Student Relationship; Teacher Attitudes; Tutorial Programs; Online Courses; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Methodisch-didaktische Anleitung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Pädagogische Kompetenz; Technisches Wissen; Unterrichtsmedien; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Online course; Online-Kurs; Australien
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. (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