Exploring critical aspects of students’ mathematics learning in technology-enhanced and student-led flipped learning environments
Résumé
Although teaching according to a flipped classroom approach is being increasingly used in schools, it is still the case that this type of education is often teacher-driven, and that teachers play a dominant role in terms of determining learning objectives and materials. Recently, the definition of flipped classrooms is being changed, accordingly the approach is becoming more student-driven and teachers mostly start to play supportive roles. Thus, this new approach is currently referred to as the flipped learning approach. The aim of our research is to identify central elements for students when learning mathematics in flipped learning environments. Therefore, teaching scenarios were developed, applied at a higher secondary level and written feedback from pupils were obtained. The grounded theory based analysis of feedback suggests that it is crucial for students to work together, jointly generate knowledge, become active in determining learning paths and selecting materials.
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