How Emergency Remote Teaching inspired a blended learning, flipped classroom intervention in a university mathematics course
Résumé
Emergency remote teaching (ERT) during the pandemic presented university mathematics lecturers with numerous challenges which, despite the lack of preparation, they were able to rise to. By employing a commognitive lens to lecturer interviews, we explored how the mathematical discourse in the lecturers' pedagogical practices shifted from pre-pandemic to ERT. Here, we explore how these challenges facilitated shifts in lecturer and student routines including changes in pedagogical approach and in digital resources employed. We discuss how these changes offer an opportunity to reflect on what digitally rich(er), inquiry-based learning environments are possible post-pandemic and to consider transforming the learning experience of students enrolled on a university mathematics course.
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