Leveraging the design heuristics of realistic mathematics education and culturally responsive pedagogy to create a richer flipped classroom calculus curriculum

Voigt, Matthew; Fredriksen, Helge; Rasmussen, Chris

doi:10.1007/s11858-019-01124-x

Cited by 32 publications

(27 citation statements)

References 31 publications

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“…In this way, FCs help to create high-quality mathematics teaching activities (Chen and Wen 2019 ) and can develop students’ learning opportunities in mathematics. FCs encourage students to enhance their critical thinking abilities, assist in clarifying the goals of learning collaboratively, and think about mathematics problems before participating in classroom activities (Mazur et al 2015 ; Voigt et al 2020 ). Teachers in FCs gain additional time to apply inquiry-based activities, problem-solving activities, hands-on activities and comprehensive analysis in their classrooms (Schmidt and Ralph 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Flipped classroom as a reform-oriented approach to teaching mathematics

Çevikbaş

Kaiser

2020

ZDM Mathematics Education

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Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher’s transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students’ learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students’ mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students’ mathematical potential with FCs.

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Section: Introductionmentioning

confidence: 99%

Flipped classroom as a reform-oriented approach to teaching mathematics

Çevikbaş

Kaiser

2020

ZDM Mathematics Education

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“…Lecture videos are the most prominent example, although videos engaging students in the upcoming learning sequence can also be assigned as homework (De Araujo, Otten & Birisci, 2017). Especially inquisitive videos can be suitable to implement in inquiry-based flipped classroom scenarios because an inquisitive video starts with presenting a problem or phenomenon in-depth, followed by discussing various potential solutions or probing questions without anticipating final solutions or answers (Voigt, Fredriksen, & Rasmussen, 2020). Abeysekera and Dawson (2015) did not include in their definition the use of technology in flipped classroom scenarios.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

Schallert

Lavicza

Vandervieren

2021

Int J of Sci and Math Educ

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The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

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“…Because of this added auditive component, students do not need to explain intermediate solution steps to themselves. This type of video can be referred to as an illustrative video (Voigt et al, 2020).…”

Section: Post Out-of-class Phases For Consolidationmentioning

confidence: 99%

“…For consolidation, a YouTube video was planned to be used. This YouTube video is a type of illustrative video (Voigt et al, 2020) as the derivation of the formula for the total surface of a right circular cone is explained and illustrated.…”

Section: Nilmentioning

confidence: 99%

“…Combining learning through inquiry with flipped classroom approaches could lead to freed up in-class time which subsequently could be used for exploration (Love et al, 2015). Recent mathematics education research (Voigt et al, 2020) investigated uses of different types of videos such as introductory, inquisitive and illustrative videos in flipped classrooms. Teachers need to plan on how to use different types of videos and the arrangement of in-class and out-of-class phases in flipped sequences.…”

Section: Introductionmentioning

confidence: 99%

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Merging flipped classroom approaches with the 5E inquiry model: a design heuristic

Schallert

Lavicza

Vandervieren

2020

International Journal of Mathematical Education in Science and

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Most often, flipped classroom approaches in science and mathematics classrooms follow a traditional approach to teaching, where students receive direct instruction as homework and have to apply and deepen their knowledge in a follow-up lesson. Little is known about the arrangements of in-class and out-of-class phases fostering learning through inquiry in flipped classroom scenarios. To support teachers' lesson planning practices, we developed a design heuristic for flipped classroom scenarios based on the 5E inquiry model. We implemented this design heuristic in an online professional development course for secondary mathematics teachers and collected 18 lesson plans. To explore how participating teachers adopted the design heuristic in their lesson plans, we conducted a document analysis on our data. We identified the following three major categories: (a) pre out-of-class phases to engage students, (b) in-class phases for student-centred learning activities and (c) post out-ofclass phases for consolidation. Furthermore, we analysed lesson plans with the 5E model scoring instrument. Findings indicate that teachers' lesson plans were mainly in line with the 5E model, but most participants struggled with selecting appropriate assessment techniques. Based on the analysis, this paper discusses revision decisions regarding the proposed design heuristic.

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Leveraging the design heuristics of realistic mathematics education and culturally responsive pedagogy to create a richer flipped classroom calculus curriculum

Cited by 32 publications

References 31 publications

Flipped classroom as a reform-oriented approach to teaching mathematics

Flipped classroom as a reform-oriented approach to teaching mathematics

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

Merging flipped classroom approaches with the 5E inquiry model: a design heuristic

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