Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhao, Wenmin; Kamuru, Jessica; Otten, Samuel; de Araujo, Zandra |
|---|---|
| Titel | Flipped Instruction in Algebra 1: Is It an Old Idea in New Clothes? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019). |
| Quelle | (2019), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Blended Learning; Video Technology; Homework; Algebra; Mathematics Activities; Mathematics Instruction; Secondary School Mathematics; Missouri |
| Abstract | What are the substantive differences between flipped and non-flipped instruction? This study examined the instruction of two teachers who have worked together within the same school using the same Algebra 1 curriculum for years. One teacher flipped his instruction (creating lecture videos assigned as homework), while the other teacher continued with non-flipped instruction. Data from classroom observations were analyzed qualitatively using the Flipped Mathematics Instruction Framework. Results show that although there were clear differences in the format of flipped and non-flipped lessons, there were also substantial similarities with regard to features of instruction (e.g., procedural mathematical development, teacher authority, and tasks with low cognitive demand). Our analysis indicates that flipped instruction is not necessarily an innovative model when compared with non-flipped. [For the complete proceedings, see ED606556.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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