The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class

Muir, Tracey; Geiger, Vince

doi:10.1007/s13394-015-0165-8

Cited by 72 publications

(73 citation statements)

References 25 publications

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“…Also, her study showed that training assists teachers to better teach mathematics to their students. A case study conducted by Muir and Geiger (2016) with one teacher and his grade 10 "mathematics extended" class from a large metropolitan secondary college in Tasmania, which consisted of 27 students. Interview, class observation, and survey were the instruments used to collect data.…”

Section: Flipped Classrooms' Effect On Students Learningmentioning

confidence: 99%

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Albalawi

2018

International Journal of Research in Education and Science

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This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year"s students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and was available for the treatment group . Pre-and post-achievement tests were developed in calculus, being the topic of the Math2 course, and implemented for the two groups: the control group consisted of 45 students and the treatment group consisted of 47 students. The results revealed a significant difference in students" performance, favoring the treatment group which was taught using the flipped classroom instruction. However, no statistical significance was found in students" performance related to their majors (medicine, applied medical science, engineering, computer science, and science).

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Section: Flipped Classrooms' Effect On Students Learningmentioning

confidence: 99%

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Albalawi

2018

International Journal of Research in Education and Science

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“…Pre-reading reinforces students' prior knowledge and relates new topics to students' existing knowledge [53]. Pre-reading also relates to the idea of a flipped-classroom approach to teaching, "students prepare for class by engaging with resources that have been pre-prepared by their teachers" ( [65], pp. 149-150), an approach that has gained more attention in the past few years (see, [65]).…”

Section: Discussionmentioning

confidence: 99%

“…Pre-reading also relates to the idea of a flipped-classroom approach to teaching, "students prepare for class by engaging with resources that have been pre-prepared by their teachers" ( [65], pp. 149-150), an approach that has gained more attention in the past few years (see, [65]). As most of the students in the sample had not used pre-reading and did not seem aware of its value, the results indicate that students may benefit from using this learning strategy, which could be suggested to them by lecturers and teachers.…”

Section: Discussionmentioning

confidence: 99%

Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus

Radmehr

Drake

2020

Education Sciences

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Previous studies of integral calculus have mainly explored students' conceptual and procedural knowledge; only a few have focused on students' metacognition in relation to integral calculus. The study reported here explored students' metacognitive knowledge of integral calculus by interviewing nine first-year university and eight Year 13 students. The design of the interview questions was based on the structure of metacognitive knowledge in Revised Bloom's Taxonomy. The findings suggest there are differences between students' metacognitive knowledge at Year 13 and the first year of university. In particular, the importance of knowing the rationale behind the theorems and formulas was not obvious for Year 13 students. Moreover, students' metacognitive knowledge could be developed further at both levels, particularly in terms of developing strategies to identify how integral calculus questions could be solved and to check the outcome of problem-solving.Educ. Sci. 2020, 10, 55 2 of 20 interesting to know if there are any corresponding differences in the metacognitive knowledge each group developed. Moreover, several studies highlighted the issues students face during the transition from secondary to tertiary level (e.g., [12,13]). For instance, many students may face difficulties in university since mathematical concepts are presented in more depth and problems require more technical and conceptual understanding in comparison to secondary level teaching [14]. Exploring students' metacognitive knowledge between these two levels could shed light on which aspect of Year 13 students' metacognitive knowledge needs further development to be able to fit with the academic rigor of studying mathematics at the tertiary level. These research questions will be explored in relation to the Revised Bloom's Taxonomy (RBT) [1] structure of metacognitive knowledge, as it is a useful tool for exploring the teaching, learning, and assessment of mathematics [15]. Literature ReviewIn this section, metacognition, metacognitive knowledge, and previous studies in relation to integral calculus are described to frame the study. Metacognition and Metacognitive KnowledgeSince the introduction of the term 'metacognition' by Flavell in 1976, different operational definitions of metacognition have been introduced (see, [16]). A group of scholars believed cognition and metacognition are separate entities and hierarchical in nature (e.g., [17]), while another group believed cognition and metacognition are integrated (e.g., [18]). For instance, Shoenfeld [17] believed metacognition works as an executive control, helping to solve mathematical problems by self-regulating, monitoring, and controlling the allocation of resources. On the other hand, Kramarski et al. [18] highlighted to teach metacognition effectively, its teaching should be embedded in the teaching of the content.Despite these differences, many scholars agree that metacognition is a model of cognition that works at a meta-level to cognition by monitoring and controlling cognitive tasks [1...

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“…Eunicia TAN et al [9] evaluated the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine and found that ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Tracey Muir & Vince Geiger [10] (2016) reported that they made a case study of a grade 10 mathematics class by using a flipped classroom approach and found that the teacher and students were positive about their experiences with a flipped classroom approach and that students were motivated to engage with the teacher-created on-line mathematics resources. David Gonza'lez-Go'mez et al [11] (2016) evaluated the effectiveness of a new teaching methodology in a general science classroom in the Flipped Learning Model, and they found that a statistically significant difference was found on all assessments with the flipped class students performing higher on average; most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of the Flipped Classroom Model on Chinese Non-English-Majored College Students’ Translation Skills

Lou¹,

Du²,

Li³

et al. 2017

JSS

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This paper reviewed a one-term experiment on the flipped classroom model in teaching translation skills to 124 first-year non-English-majored undergraduate students from Yangtze University as participants. Participants in this study consisted of 62 non-English-majored undergraduate students in the control group (CG) and 62 non-English-majored undergraduate students in the treatment group (TG). The process of the flipped classroom model in translation teaching and learning was divided into the three parts: outside of the flipped classroom, inside of the flipped classroom and outside of the flipped classroom. The results showed that: 1) compared with a teacher-dominated approach for CG, the flipped classroom translation model instruction for TG did a better job in enhancing students' translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the flipped classroom model in translation teaching and learning.

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The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class

Cited by 72 publications

References 25 publications

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus

Effect of the Flipped Classroom Model on Chinese Non-English-Majored College Students’ Translation Skills

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