Marching to the Beat of One’s Own Drum: A Comparison of Students’ Understanding of Linear Equations and Perspectives on Learning Mathematics in a Flipped and Non-Flipped Classroom

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2023-10-31 DOI:10.1080/07380569.2023.2273314

Andrew McAlindon, Lynda Ball, Shanton Chang, Vicki Steinle

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引用次数: 0

Abstract

AbstractThis study compared two teaching approaches (flipped vs non-flipped) for the topic of linear equations in two Australian secondary mathematics classes taught by one teacher. Both the flipped and non-flipped classes demonstrated similar improvement in understanding directly after the topic. However, the flipped class had greater retention of understanding three weeks after the topic. Student attitude data showed no significant differences (p > .05) between the two classes before or after the topic. Open-ended responses from students revealed favorable perceptions of the flipped approach for most students. These included enhanced support for learning through an ability to control their own learning and ability to review explanations on demand. Some students expressed difficulty in not being able to seek immediate clarification from the teacher when watching the videos, highlighting a drawback of the approach.Keywords: Flipped teaching approachstudent understandingstudent attitudesflipped learningsecondary mathematicslearning and teaching with computers Disclosure statementNo potential conflict of interest was reported by the author(s).Appendix A. Explanations of development stages of understanding.Download CSVDisplay TableAppendix B. Creation of Quiz C items from Quiz B.Download CSVDisplay TableAppendix C. Revised subscale items for attitude to learning mathematics with technology subscale within MTAS.Download CSVDisplay TableAppendix D. Post-topic survey questions for students in the intervention class.Download CSVDisplay TableNotes1 https://www.smartvic.com/

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自行其是:翻转课堂与非翻转课堂中学生对线性方程的理解与数学学习视角的比较

摘要本研究比较了两种教学方法(翻转与非翻转)在澳大利亚两所中学数学课堂上的线性方程教学。翻转课堂和非翻转课堂在主题之后的理解上都有类似的提高。然而，翻转课堂在主题后三周对理解的保留程度更高。学生态度数据在课前和课后均无显著差异(p > 0.05)。学生们的开放式回答揭示了大多数学生对翻转教学法的好感。其中包括通过控制自己的学习能力和根据需要复习解释的能力来增强对学习的支持。一些学生表示，在观看视频时，他们无法立即从老师那里得到澄清，这凸显了这种方法的一个缺点。关键词:翻转教学;学生理解;学生态度;翻转学习;中学数学;附录A.理解的发展阶段说明。下载CSVDisplay table附录b从测试b中创建测试C项目下载CSVDisplay table附录C修订了MTAS中使用技术学习数学的态度子量表项目。下载CSVDisplay table附录D.干预课学生主题后调查问题。下载CSVDisplay TableNotes1 https://www.smartvic.com/

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.