University Of Tasmania
Browse

File(s) under permanent embargo

Flipping the mathematics classroom: affordances and motivating factors

journal contribution
posted on 2023-05-19, 17:49 authored by Tracey MuirTracey Muir
Secondary mathematics teachers are required to contend with a number of challenges including motivating students to engage with mathematics, covering the prescribed curriculum, differentiating the content for a range of learners, and preparing students for further study and externally imposed assessment tasks. The flipped classroom offers an approach to teaching that can be used to address these challenges, with its autonomous nature being particularly applicable to mastery learning. This study investigates the characteristics of a flipped classroom and its impact upon students’ motivations for engaging with mathematical course content in two different secondary mathematics classes. The findings suggest that the flipped classroom has a number of affordances which address students’ needs for competence, autonomy and relatedness, particularly when enacted within a mastery paradigm.

History

Publication title

The Mathematics Educator

Volume

17

Issue

1 & 2

Pagination

105-130

ISSN

0218-9100

Department/School

Faculty of Education

Publisher

Association of Mathematics Educators, Singapore

Place of publication

Singapore

Rights statement

Copyright 2017 Association of Mathematics Educators, Singapore

Repository Status

  • Restricted

Socio-economic Objectives

Teaching and instruction technologies