Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level

Abstract

Flipped classroom (FC) pedagogical frameworks have recently gained considerable popularity, especially at secondary school levels. However, there are rich opportunities to explore FC at tertiary levels, but progress on the area requires instructors' attention to well-designed tasks for students' collaborative learning. Realistic Mathematics Education (RME) provides a foundation for the development of such tasks. This article advances research on the role of task design in a FC context by considering how RME heuristics may be developed to include the out-of-class phase, where students prepare for in-class work with videos. This adaption, named flipped RME classroom design, is explored through two realizations of such a design with a group of computer engineering students during their first year of studying compulsory mathematics. Thematic analysis of the classroom observations shows that students' modelling activity in-class is supported by the design of an out-of-class component in combination with teacher guidance of students' modelling activity.

A Bibliometric Review on Realistic Mathematics Education in Scopus Database Between 1972-2019

“…Along with the increasing popularity of RME in actual practice, academic scholars have also paid increasing attention to this topic. Previously, mathematics education scholars examined RME from different perspectives, such as innovating the process of teaching mathematics in high school (Laurens et al, 2018), training teachers using the RME theory approach (Nguyen et al, 2007), or the links between RME and contextual teaching (Fredriksen, 2021;Gravemeijer & Doorman, 1999;Vos, 2020).…”

Flipped classroom as a reform-oriented approach to teaching mathematics

“…However, it appears that currently only a limited number of studies have examined the teaching experience of (secondary) mathematics teachers and their roles within the FC framework (Fredriksen 2020 ). The vast majority of studies in the FC context focus on students and their learning rather than teachers and teaching in (secondary) mathematics classrooms.…”

Utilisation du modèle de classe inversée pour l’introduction des Séries de Fourier en première année universitaire

“…Plusieurs résultats positifs ont été reportés dans des travaux de recherches en lien avec l'augmentation dans la motivation des apprenants lors de la mise en place du dispositif de classe inversée [6][7][8][9][10]. L'aspect positif des résultats est essentiellement lié à l'évolution de l'engagement social des étudiants dans leur apprentissage, ainsi qu'à la flexibilité fournie à travers les vidéos proposées.…”

“…Plusieurs cadres théoriques ont été utilisés dans les travaux de recherches ayant abordé la problématique de l'utilisation du dispositif de la classe inversée. Les cadres les plus utilisés sont essentiellement, la TAD, la théorie de l'activité [13] et Realistic Mathematics Education (RME) [9,10]. Dans notre travail nous nous plaçons dans le cadre de l'approche commognitive qui conceptualise les mathématiques comme un discours et leur apprentissage comme une appropriation du discours à travers l'individualisation de l'ensemble des routines introduites pour l'apprentissage d'un objet mathématique.…”