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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Flipped classroom as a reform-oriented approach to teaching mathematics.
Mustafa Cevikbas1, Gabriele Kaiser1,2
1Universität Hamburg, Faculty of Education, Von-Melle-Park 8, 20146 Hamburg, Germany.
ZDM : the International Journal on Mathematics Education
|October 12, 2020
Summary
The flipped classroom (FC) model transforms mathematics teaching by changing tasks and discourse. Well-designed FCs enhance students' mathematical thinking and understanding, despite initial challenges.
Area of Science:
- Mathematics Education
- Pedagogical Innovation
Background:
- Innovative pedagogical approaches are crucial for transforming mathematics teaching.
- The flipped classroom (FC) is an emerging method with significant potential in this field.
Purpose of the Study:
- To investigate a mathematics teacher's transformation using FC methods.
- To identify key design elements, challenges, and opportunities in FC mathematics teaching.
Main Methods:
- A case study approach was employed.
- Focus on one mathematics teacher implementing FC interventions in two classrooms.
Main Results:
- Significant changes observed in task design, discourse, feedback, scaffolding, and the learning environment within FCs.
- Teacher's analytical approaches to tasks and student learning remained consistent with traditional methods.
- FC implementation presented some teaching difficulties but offered opportunities for enhanced mathematical thinking.
Conclusions:
- Well-designed flipped classrooms can effectively promote students' mathematical thinking and understanding.
- FCs provide a valuable framework for teachers to develop students' mathematical potential.
- The study highlights the transformative power of FCs in mathematics education.
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