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Abstract

The concept of flipping the classroom and flipped learning is becoming increasingly morepopular in secondary schools. Although more prevalent in tertiary teaching, flipped learninghas a number of affordances that may address the challenging demands of teaching secondarymathematics. While enactments of the approach vary, flipped learning requires areconceptualization of traditional secondary mathematics instruction in that instructionalcontent is assigned as homework before class, providing for more targeted in-class teaching.This paper reports on a study that investigated the enactment of the flipped classroom in tendifferent secondary mathematics classes. Findings indicated that there were essentially threedifferent ways in which the approach was enacted, yet all enactments appeared to offersimilar affordances. The study adds to the limited research that documents flipped learningin secondary mathematics classes and contributes to current understandings of teachers’ andstudents’ perceptions of their experiences of such an approach and the affordances it offers.The study has implications for secondary students and teachers of mathematics, particularlythose who are teaching within the constraints of prescribed textbooks and externally imposedassessment measures.

Item Type:	Article
Authors/Creators:	Muir, T
Keywords:	flipped classroom, mathematics, secondary mathematics
Journal or Publication Title:	International Journal for Mathematics Teaching and Learning
Publisher:	University of Exeter * Centre for Innovation in Mathematics Teaching
ISSN:	1473-0111
Copyright Information:	Copyright 2019 The Author
Related URLs:	Google Scholar: Muir, T UTAS Profile: Muir, T
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