Kick-Starting Discussions with the Flipped Classroom

Abstract

A four-phase process and three principles for building a mathematics learning community use rich discussion of student work.

Flipped Classroom Strategy Based on Critical Thinking Skills: Helping Fresh Female Students Acquiring Derivative Concept

“…That results matched the claim of Brame (2013); EDUCAUSE (2012); Sahin, Cavlazoglu and Zeytuncu (2015); Strayer and et al (2016), that the strategy pushed and prepared the students to apply what they learned, and it was an incentive for them to determine, strive and persevere. In our study; The (FCSCTS) helped learners to construct the mental image of derivation concept by implementation video lectures and assignments outside of the classroom.…”

“…Those tasks require the use of their previous conceptual and procedural knowledge learned through the learning site of Blackboard. Video lectures allowed students to repeat them in unlimited number of times, and can be followed up at any time that suits them as referred to by Brame (2013); EDUCAUSE (2012) Strayer, and et al (2016). In addition, providing the appropriate feedback to try to correct the errors committed by fresh female students before the time of the classroom lecture was positively reflected in the classroom lecture.…”

“…The strategy can be integrated with other teaching strategies. Strayer, Hart, and Bleiler -Baxter (2016) identified three criteria in the complementation of (FCS) which are not necessarily in order; but depend on the situation. The first criterion is (outside the class) using assignments to motivate, meditate and provoke students to respond.…”

“…The practical application of (TWM) appears by using (FCS) at all stages (Bram, 2013;Strayer & et al, 2016;Tall, 2006). First, the mental conception is constructed outsaid of the classroom and technology is an effective factor in these stages, although it does not require a high level of technicity (Bram, 2013).…”

“…These tasks apply based on (HOTS) to help students follow the assumptions in the task to reach known results from the concept as the classification between validity of the outcome or error in relation to the facts given and focus on understanding and interpreting mathematical definitions. These tasks also help students to build new knowledge implemented in the future (Maharaj & Wagh, 2016;Strayer & et al, 2016). The third phase concentrate on the relationship between assignments and tasks for the construction of meaningful concepts in a formal form based on definitions of known objects, and show the conceptual structure (Tall, 2008).…”