It's More than the Videos: Examining the Factors That Impact upon Students' Uptake of the Flipped Classroom Approach in a Senior Secondary Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).

Autor/in	Muir, Tracey
Institution	Mathematics Education Research Group of Australasia
Titel	It's More than the Videos: Examining the Factors That Impact upon Students' Uptake of the Flipped Classroom Approach in a Senior Secondary Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Video Technology; Mathematics Instruction; Foreign Countries; Blended Learning; Teaching Methods; Case Studies; Grade 12; Secondary School Teachers; High School Seniors; Holistic Approach; Student Motivation; Individual Needs; Personal Autonomy; Parochial Schools; Learner Engagement; Student Attitudes; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; School year 12; 12. Schuljahr; Schuljahr 12; Holistischer Ansatz; Schulische Motivation; Individuelle Autonomie; Konfessionsschule; Schülerverhalten; Lehrerverhalten; Australien
Abstract	Senior secondary mathematics in Australia is generally characterised by a challenging prescribed curriculum, textbook usage, high homework expectations and externally imposed assessment tasks. An increasing number of senior secondary mathematics teachers are incorporating a flipped classroom approach into their teaching as a means of addressing this challenging teaching space. This paper looks at a case study undertaken with a Grade 12 class where the teacher utilised a flipped classroom approach to teach Mathematics 2. The results showed that it was the holistic approach and commitment and dedication of the teacher that primarily influenced students' uptake. The study has implications for other teachers who may be considering implementing a flipped classroom approach, particularly in terms of the commitment required. (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