Leveraging the Design Heuristics of Realistic Mathematics Education and Culturally Responsive Pedagogy to Create a Richer Flipped Classroom Calculus Curriculum

Autor/inn/en	Voigt, Matthew; Fredriksen, Helge; Rasmussen, Chris
Titel	Leveraging the Design Heuristics of Realistic Mathematics Education and Culturally Responsive Pedagogy to Create a Richer Flipped Classroom Calculus Curriculum
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 5, S.1051-1062 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Voigt, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01124-x
Schlagwörter	Foreign Countries; Blended Learning; Curriculum Design; Heuristics; Critical Thinking; Mathematics Skills; Problem Solving; Instructional Design; Mathematics Education; Culturally Relevant Education; Hidden Curriculum; Trigonometry; Calculus; College Students; Norway + Suchen Sie Ihr Suchwort? Ausland; Lehrplangestaltung; Heuristik; Kritisches Denken; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematische Bildung; Heimlicher Lehrplan; Trigonometrie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Collegestudent; Norwegen
Abstract	While the number of studies of flipped classrooms has increased, they have primarily addressed the efficacy of using such an approach on student outcomes, often failing to account for the classroom activities and learning theories used to design the curriculum. This study begins to fill this gap in the literature by uniting the at-home video and in-class curricular components of the flipped classroom via design heuristics that empower students to critically think about mathematical problems individually before engaging with the task in a collective environment. To that end, we illustrate how elements of the instructional design theory of Realistic Mathematics Education and Culturally Responsive Pedagogy influenced the written and hidden curriculum and how those considerations were then experienced by the students as part of the enacted components of the curriculum. The context of the study is a 2-week classroom teaching experiment covering topics in trigonometry and vectors for 27 calculus students at a Norwegian university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01