Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?

Basit Öğe Kaydı
dc.authorid0000-0001-7131-5112en_US
dc.contributor.authorde Araujo, Zandra
dc.contributor.authorOtten, Samuel
dc.contributor.authorBirişçi, Salih
dc.date.accessioned2021-04-01T10:27:32Z
dc.date.available2021-04-01T10:27:32Z
dc.date.issued2017
dc.departmentAÇÜ, Eğitim Fakültesien_US
dc.descriptionThis work was funded by the University of Missouri's ReSTEM Institute. We thank Nicole Fyten, Abigail Heffern, Milan Sherman, and the participating teachers and students.en_US
dc.description.abstractThe rise of digital resources has had profound effects on mathematics curricula and there has been a concurrent increase in teachers flipping their instruction-that is, assigning instructional videos or multimedia for students to watch as homework and completing problem or exercise sets in class rather than vice versa. These changes have created a need to better understand not only the features and learning affordances of these videos but also the phenomena of instructional videos taking the place of textbooks altogether. Drawing on an enacted mathematics curriculum framework, this article reports on a study of a mathematics teacher who implemented flipped instruction and created her own instructional videos and multimedia resources as replacements of printed textbooks. We examined the relationship between the teacher's printed textbook and the digital curriculum materials she used with her flipped mathematics classroom. We also explored her role in creating the digital curriculum materials and the ways in which those materials were used in-class. The case reveals similarities between the new material design and conventional textbooks and it also illustrates the teacher's simultaneous work designing and enacting digital curriculum materials. The broad issue of considering videos as curriculum materials rather than only as instructional representations is discussed.
dc.identifier.citationde Araujo, Z., Otten, S., & Birişçi, S. (2017). Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?. ZDM – Mathematics Education, 49(5), 687-699.en_US
dc.identifier.doi10.1007/s11858-017-0872-6
dc.identifier.endpage699en_US
dc.identifier.issue5en_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage687en_US
dc.identifier.urihttps://hdl.handle.net/11494/2901
dc.identifier.volume49en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorBirişçi, Salih
dc.language.isoenen_US
dc.publisherSpringer Heidelbergen_US
dc.relation.ispartofZDM – Mathematics Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCurriculumen_US
dc.subjectFlipped instructionen_US
dc.subjectSecondary mathematicsen_US
dc.subjectTechnologyen_US
dc.titleTeacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?en_US
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
zandra.pdf
Boyut:
1.06 MB
Biçim:
Adobe Portable Document Format
Açıklama:
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

Matematik ve Fen Bilimleri Eğitimi Bölümü Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu