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Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction

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zandra_dearaujo.pdf (636.0Kb)

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info:eu-repo/semantics/closedAccess

Date

2017

Author

de Araujo, Zandra
Otten, Samuel
Birişçi, Salih

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Citation

de Araujo, Z., Otten, S., & Birişçi, S. (2017). Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education, 62, 60-70.

Abstract

Flipped instruction in school mathematics has been occurring more frequently. This study investigated two teachers' motivations for, conceptions of, and experiences with flipped mathematics instruction. We found that the teachers were motivated to flip based on colleagues' recommendations and potential benefits for students. The teachers discussed changes to their instruction as a result of transitioning to flipped instruction and we interpreted those changes in terms of how teachers perceived the interactions among students, mathematics content, and themselves. Although the teachers viewed many of these changes as beneficial, some presented new challenges as they navigated their changing role in the classroom.

Source

Teaching and Teacher Education

Volume

62

URI

https://hdl.handle.net/11494/2890

Collections

  • Scopus İndeksli Yayınlar Koleksiyonu [548]
  • Temel Eğitim Bölümü Koleksiyonu - Makaleler [24]
  • WoS İndeksli Yayınlar Koleksiyonu [720]



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