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Abstract

Senior secondary mathematics in Australia is generally characterised by a challenging prescribed curriculum, textbook usage, high homework expectations and externally imposed assessment tasks. An increasing number of senior secondary mathematics teachers are incorporating a flipped classroom approach into their teaching as a means of addressing this challenging teaching space. This paper looks at a case study undertaken with a Grade 12 class where the teacher utilised a flipped classroom approach to teach Mathematics 2. The results showed that it was the holistic approach and commitment and dedication of the teacher that primarily influenced students’ uptake. The study has implications for other teachers who may be considering implementing a flipped classroom approach, particularly in terms of the commitment required.

Item Type:	Conference or Workshop Item (Paper)
Authors/Creators:	Muir, T
Keywords:	flipped learning, engagement, senior secondary mathematics
Journal or Publication Title:	Making waves, opening spaces: Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia
Publisher:	MERGA
Copyright Information:	Copyright 2018 MERGA Inc.
Related URLs:	Google Scholar: Muir, T UTAS Profile: Muir, T
Item Statistics:	View statistics for this item

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