NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1101398
Record Type: Journal
Publication Date: 2016-May
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: N/A
Kick-Starting Discussions with the Flipped Classroom
Strayer, Jeremy F.; Hart, James B.; Bleiler-Baxter, Sarah K.
Mathematics Teacher, v109 n9 p662-668 May 2016
On a typical day in a university precalculus classroom, as students arrive, they settle into their small groups and begin sharing their ideas and questions from the homework assigned the previous night. It can be quite challenging to create a learning environment in which students engage in mathematical thinking outside class and are prepared to share their discoveries and questions with peers the following class period. As teachers transition from lecture-based to discussion-based teaching and learning, they might wonder, "How can I build a mathematics learning community using rich discussion of student work and still have time to keep the intended pace of the course?" The flipped classroom model has helped in finding an answer to this important question. However, the flipped classroom does not automatically enhance mathematical sense making. The authors describe a process to facilitate classroom discussions, present principles for flipped classroom instruction, and use a classroom vignette to illustrate how they implement this process with students in their courses.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A