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

Basit Öğe Kaydı
dc.authorid0000-0001-7131-5112en_US
dc.contributor.authorde Araujo, Zandra
dc.contributor.authorOtten, Samuel
dc.contributor.authorBirişçi, Salih
dc.date.accessioned2021-04-01T08:05:42Z
dc.date.available2021-04-01T08:05:42Z
dc.date.issued2017
dc.departmentAÇÜ, Eğitim Fakültesien_US
dc.descriptionThis work was supported by the ReSTEM Institute in the College of Education at the University of Missouri. We thank Abigail Heffern and Nicole Fyten for their assistance with the analysis and Dr. Milan Sherman for his comments on this paper. We also thank the teachers, without whom this work would not have been possible.en_US
dc.description.abstractFlipped 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.
dc.identifier.citationde 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.en_US
dc.identifier.doi10.1016/j.tate.2016.11.006
dc.identifier.endpage70en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage60en_US
dc.identifier.urihttps://hdl.handle.net/11494/2890
dc.identifier.volume62en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorBirişçi, Salih
dc.language.isoenen_US
dc.publisherPergamon-Elsevier Science Ltden_US
dc.relation.ispartofTeaching and Teacher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSecondary school mathematicsen_US
dc.subjectTeaching modelsen_US
dc.subjectTeaching practicesen_US
dc.subjectFlipped instructionen_US
dc.titleMathematics teachers' motivations for, conceptions of, and experiences with flipped instructionen_US
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
zandra_dearaujo.pdf
Boyut:
636.09 KB
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

Temel Eğitim Bölümü Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu