Stillman, G. (2017). Enabling anticipation through visualisation in mathematising real-world problems in a flipped classroom. G. A. Stilman, W. Blum, G. Kasier. Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education 163-173. Switzerland: Springer International Publishing. Retrieved from https://doi.org/10.1007/978-3-319-62968-1
Meta-analyses of findings from flipped classroom studies in mathematics classrooms to date need to be treated with caution until the teachers and students involved develop mindsets that maximise and integrate the learning potential of both the out-of-classroom and in-classroom learning environments. Rather than a flipped classroom being used as a means to get through the curriculum, it can be used to enrich the curriculum. The question addressed is: Could a flipped classroom provide both vicarious experiences and fostering of critical thinking skills associated with modelling? A local secondary school implementation is used to illustrate how the approach could build meta-knowledge about mathematical modelling and facilitate associated critical thinking skills such as anticipating and visualisation to expand the learning experiences of secondary mathematics students.
Institute for Learning Sciences and Teacher Education
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