An activity theory perspective on contradictions in flipped mathematics classrooms at the university level

Fredriksen, Helge; Hadjerrouit, Said

doi:10.1080/0020739x.2019.1591533

Cited by 14 publications

(4 citation statements)

References 45 publications

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“…The total duration of the project was about 20 hours and the methodology chosen was flipped learning, using the new learning cycle proposed by Cecchinato and Papa (2016). Among the different teaching strategies that flipped learning involves, cooperative learning and problem-based learning were chosen to be combined, considering the positive feedback from some research (Fredriksen & Hadjerrouit, 2020;Heo & Chun, 2016). The groups created contained a maximum of four members, heterogeneous with respect to mathematical skills 5 , nationality, and gender, and remained unchanged throughout the experiment.…”

Section: Experiments and Participantsmentioning

confidence: 99%

Flipped learning and affect in mathematics: Results of an initial narrative analysis

Lazzari

2023

EUR J SCI MATH ED

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Flipped learning is a constructivist methodology that uses various active learning strategies, drawing on the potential of digital technologies whenever possible. Several research studies have shown the many benefits that flipped learning can bring to students' learning process and their affective sphere, but studies in the specific area of mathematics are still limited. The present article aims to examine the possible impact of this methodology on affective factors in mathematics. To achieve this goal, it was designed a 20-hour experiment involving about 300 secondary school students, during which conic sections were studied using a flipped approach. At the end of the experiment, textual material was collected on which a narrative analysis was conducted. The analysis took a content-categorical approach, and the reference theory for interpreting the data was the three-dimensional model for attitude toward mathematics by Di Zan (2010, 2011). The results show that a positive, rather than a negative, emotional disposition prevails, as does a view of mathematics as useful, rather than useless. Students' perceptions of their own competence are equally distributed between low and high. Initial findings suggest that flipped learning is a methodology that can create a learning environment that has a positive influence on affective factors.

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Section: Experiments and Participantsmentioning

confidence: 99%

Flipped learning and affect in mathematics: Results of an initial narrative analysis

Lazzari

2023

EUR J SCI MATH ED

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“…The concept of active learning from higher education research can be contextualized through the lens of Activity Theory (Van Horne & Titiek Murniati, 2016;Fredriksen & Hadjerrouit, 2020;Zheng et al, 2020;Tlili et al, 2020). Lombardi and others propose a "construction-of-understanding ecosystem" within which feedbacks occur between the learner, content, instructor, and learner's peers (Lombardi et al, 2021).…”

Section: Learning Ecosystems In Educational Psychologymentioning

confidence: 99%

Geo-STEM Learning Ecosystems: A Social Science-based Approach to Broadening Participation in the Geosciences

Manning

LaDue

2022

Preprint

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The geological sciences, technology, engineering, and mathematics (geo-STEM) have the capacity to investigate and address geological and environmental challenges. Many of these challenges are embedded in social contexts that unjustly impact communities that lack geo-STEM expertise. Geo-STEM learning ecosystems (GLEs) integrate geo-STEM and social science research paradigms to transform the culture of the geo-STEM community. GLEs are communities of practice that engage geo-STEM professionals, educators, and learners to address local issues through place-based STEM research and education. In this paper, we evaluate how the term "learning ecosystem" is used in psychology, educational technology, and STEM education research. Characterizing this transdisciplinary social science literature in terms of input, processes and outputs grounds our understanding of GLEs in a century of research and provides a framework to guide the geo-STEM education community in developing GLEs and documenting community change. One distinction between GLEs and other types of learning ecosystems is the importance of place, which connects GLEs to situation learning theory and the community of practice framework. Examples of three existing GLEs are described to demonstrate a variety of structures and functions. Finally, potential research strategies that enable our understanding of GLEs' development, functions, and impacts are proposed. As the geoscience research community seeks to become more just, equitable, diverse, and inclusive, GLEs create opportunities to foster authentic collaborations between geo-STEM practitioners and researchers and the communities in which they work. Hosted fileessoar.10512534.1.docx available at https://authorea.com/users/542519/articles/600976-geostem-learning-ecosystems-a-social-science-based-approach-to-broadening-participation-inthe-geosciences

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“…We employ Cultural-Historical Activity Theory (CHAT) to conceptualise the views of mathematics lecturers in relation to their MM teaching practices. CHAT has been used in post-secondary mathematics education research to study, for example, the contradictions that emerge in a university mathematics flipped classroom in Norway [8], teachers' conceptions and constraints for changing their higher education teaching practices in Brazil [9], or to conceptualise technology mediated post-compulsory instruction in Australia [10].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

‘I’m still making dots for them’: mathematics lecturers’ views on their mathematical modelling practices

Hernandez‐Martinez

Thomas

Viirman

et al. 2019

International Journal of Mathematical Education in Science and

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I'm still making dots for them": Mathematics lecturers' views on their mathematical modelling practicesUsing Cultural-Historical Activity Theory, we analyse lecturers' views on the aims and teaching practices of mathematical modelling (MM) education in Norway and England.We aim to expose the tensions that exist within the activity of teaching MM at university, such as those that exist between multiple, sometimes competing, aims for teaching MM, or between the lecturers' professional identities and the structure of university degrees. Our conceptualisation of these tensions might help lecturers consider how to overcome obstacles in their own contexts.

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An activity theory perspective on contradictions in flipped mathematics classrooms at the university level

Cited by 14 publications

References 45 publications

Flipped learning and affect in mathematics: Results of an initial narrative analysis

Flipped learning and affect in mathematics: Results of an initial narrative analysis

Geo-STEM Learning Ecosystems: A Social Science-based Approach to Broadening Participation in the Geosciences

‘I’m still making dots for them’: mathematics lecturers’ views on their mathematical modelling practices

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