Once considered the domain of higher education, the flipped classroom is increasingly being implemented in secondary school settings. Although enactments of the approach vary, it typically involves the use of digital technologies to shift direct instruction to the home environment, providing for more targeted in-class teaching. This paper describes how a flipped classroom approach was enacted in a senior secondary mathematics classroom and reports on the students' and teacher's perceptions of the impact of the approach in terms of students' engagement with mathematics. It adds to the limited research in this area through providing an account of how flipping the classroom works in practice and its potential for engaging students in mathematics.
History
Publication title
Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education
Editors
B Kaur, W Ho, T Toh, B Choy
Pagination
3-288
ISSN
0771-100X
Department/School
Faculty of Education
Publisher
The International Group for the Psychology of Mathematics Education
Place of publication
Czech Republic
Event title
41st Conference of the International Group for the Psychology of Mathematics Education
Event Venue
Singapore
Date of Event (Start Date)
2017-07-17
Date of Event (End Date)
2017-07-22
Rights statement
Copyright 2017 the Authors
Repository Status
Open
Socio-economic Objectives
Other education and training not elsewhere classified