Flipping a college mathematics classroom: An action research project

Amstelveen, Raoul

doi:10.1007/s10639-018-9834-z

Cited by 23 publications

(22 citation statements)

References 12 publications

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“…By contrast, we observe that the findings have been achieved through traditional formative action, as has happened in this study. In particular, all attitudinal academic indicators such as motivation [40,41,53,54,57], autonomy [22,23,37,38,52,58], collaboration [28,29,[31][32][33]60], participation [34,[62][63][64], problem solving [24,25,35,36], and class time [30,59] have presented analogy with other reported studies of scientific literature, as reflected.…”

Section: Discussionmentioning

confidence: 62%

“…This precept has been the trigger that has driven the development of this research work. This study has helped to continue the research path of previous works published in impact databases [57][58][59][60][61][62][63][64]. These cited studies reveal the benefits and advantages of the use of flipped learning in Mathematics compared to more traditional teaching methods that have been taking place in this subject since the beginning of time.…”

Section: Discussionmentioning

confidence: 69%

“…Similarly, it has been reported that students have a better attitude and better performance with this innovative methodology [57], better self-regulation and learning achievements [58], a greater use of session time [59], greater collaboration with other students [60], and relevant adaptation to their individual needs [61]. In short, all this entails an improvement in student participation, performance, and grades [62][63][64].…”

Section: Introductionmentioning

confidence: 92%

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Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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Section: Discussionmentioning

confidence: 62%

Section: Discussionmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 92%

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Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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“…The fundamental benefits of implementing traditional and e-learning professional trainings were considered as the underlying theory of blended practices for Mathematics teachers through meaningful interactions (Osguthorpe & Graham, 2003). The merits of applying technology such as blended learning and other technological media in teaching and learning have also been recognized (Amstelveen, 2018;Brown, 2017;Drijvers, Doorman, Boon, Reed, & Gravemeijer, 2010;Drijvers, 2015;Guerrero, 2010;Rotger & Ribera, 2019;Taleb, Ahmadi, & Musavi, 2015).…”

Section: Blended Professional Trainingmentioning

confidence: 99%

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Suryanti¹,

Arifani²

2021

INT J INSTRUCTION

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This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.

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“…Since then, there have been many studies on the FC for mathematics that have concluded that using this model means that more time can be spent in the classroom on methodological strategies based on active learning (Amstelveen, 2018;Fung, 2020;Gordijn, Oosterhout & Dijkstra, 2017;Heuett, 2017;Karampa & Paraskeva, 2018;Khan & Watson, 2018;Song & Kapur, 2017;Steen-Utheim & Foldness, 2018), which results in increased student engagement (Belmonte, Cabrera, Núñez & Sánchez, 2019;Clarck & Kaw, 2019;Hodgson, Cunningham, McGee, Kinne & Murphy, 2017;Jordán, Magreñán & Orcos, 2019;Nihlawi, El-Baz & Gunn, 2017). Students can also set their own learning pace (Esperanza, Fabian & Toto, 2016;Sun, Xie & Anderman, 2017;Toor & Mgombelo, 2018) and take responsibility for it (Lopes & Soares, 2017;Triantafyllou & Timcenko, 2014;Ziegelmeier & Topaz, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Fornons¹,

Martín

Santiago

2021

J. Technol. Sci. Educ.

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The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

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Flipping a college mathematics classroom: An action research project

Cited by 23 publications

References 12 publications

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

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