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Online, anytime, anywhere: enacting flipped learning in three different secondary mathematics classrooms

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Muir, TA ORCID: 0000-0001-6305-0679 2017 , 'Online, anytime, anywhere: enacting flipped learning in three different secondary mathematics classrooms', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research Group of Australasia, Adelaide, Australia, pp. 389-396 .

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Abstract

Flipped learning is gaining in popularity as a teaching approach in secondary mathematics classrooms. Traditionally seen as the domain of tertiary teaching, flipped learning has a number of affordances that address the challenging demands of teaching secondary mathematics. Enacting this approach requires a reconceptualization of traditional secondary mathematics instruction in that instructional content is assigned as homework before class, providing for more targeted in-class teaching. I describe three different enactments of the flipped learning approach and report on the teachers' and students' experiences of such an approach and the affordances it offers.

Item Type: Conference Publication
Authors/Creators:Muir, TA
Keywords: Digital technologies,flipped classroom, technology, adolescents, engagement, mathematics
Journal or Publication Title: Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia
Publisher: Mathematics Education Research Group of Australasia
Copyright Information:

Copyright 2017 Mathematics Education Research Group of Australian (MERGA) Incorporated

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