Mathematics Education Research Journal Pub Date : 2020-03-24 , DOI: 10.1007/s13394-020-00320-3 Tracey Muir
Teaching senior secondary mathematics presents a number of challenges, such as provision of a prescribed curriculum, homework expectations and preparing students for externally imposed high-stakes assessment tasks. In order to address these challenges, an increasing number of senior secondary mathematics teachers are incorporating a flipped classroom approach into their teaching. While enactments of the approach vary, it typically involves delegating the more routine instructional mathematical content as homework videos, allowing for more targeted in-class teaching. Traditionally in the domain of tertiary teaching, it is becoming more common in secondary school settings and seems to address students’ needs for competence, autonomy and relatedness, which comprise self-determination theory (SDT). This paper looks at a case study undertaken with an Australian grade 12 class where the teacher utilised a flipped classroom approach to teach mathematics 2. Data were collected through an online survey, interviews and classroom observations. The results showed that SDT was an appropriate lens to analyse participants’ experiences of the approach, with the teacher being a particularly strong influence on students’ motivation for engaging with the approach. The study adds to the limited literature on examining enactments of the flipped classroom in senior secondary mathematics contexts and has implications for practice in terms of identifying the practices and factors which influence students’ motivations for engaging in mathematics classes.
中文翻译:
自决理论与翻转课堂:以高中数学课堂为例
高中数学教学面临许多挑战,例如提供规定的课程、家庭作业期望以及让学生为外部强加的高风险评估任务做好准备。为了应对这些挑战,越来越多的高中数学教师正在将翻转课堂方法融入他们的教学中。尽管该方法的制定各不相同,但它通常涉及将更常规的教学数学内容委派为家庭作业视频,从而实现更有针对性的课堂教学。传统上,在高等教育领域,它在中学环境中变得越来越普遍,似乎解决了学生对能力、自主性和相关性的需求,其中包括自决理论 (SDT)。本文着眼于与澳大利亚 12 年级班级进行的案例研究,其中教师使用翻转课堂方法教授数学 2。数据是通过在线调查、访谈和课堂观察收集的。结果表明,SDT 是分析参与者对该方法的体验的合适镜头,教师对学生参与该方法的动机的影响特别大。该研究增加了关于检查高中数学背景下翻转课堂的有限文献,并在确定影响学生参与数学课程的动机的实践和因素方面对实践有影响。数据是通过在线调查、访谈和课堂观察收集的。结果表明,SDT 是分析参与者对该方法的体验的合适镜头,教师对学生参与该方法的动机的影响特别大。该研究增加了关于检查高中数学背景下翻转课堂的有限文献,并在确定影响学生参与数学课程的动机的实践和因素方面对实践具有影响。数据是通过在线调查、访谈和课堂观察收集的。结果表明,SDT 是分析参与者对该方法的体验的合适镜头,教师对学生参与该方法的动机的影响特别大。该研究增加了关于检查高中数学背景下翻转课堂的有限文献,并在确定影响学生参与数学课程的动机的实践和因素方面对实践有影响。教师对学生参与该方法的动机有特别强烈的影响。该研究增加了关于检查高中数学背景下翻转课堂的有限文献,并在确定影响学生参与数学课程的动机的实践和因素方面对实践有影响。教师对学生参与该方法的动机有特别强烈的影响。该研究增加了关于检查高中数学背景下翻转课堂的有限文献,并在确定影响学生参与数学课程的动机的实践和因素方面对实践有影响。