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ERIC Number: EJ1257137
Record Type: Journal
Publication Date: 2020
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
EISSN: N/A
An Activity Theory Perspective on Contradictions in Flipped Mathematics Classrooms at the University Level
Fredriksen, Helge; Hadjerrouit, Said
International Journal of Mathematical Education in Science and Technology, v51 n4 p520-541 2020
This study explores contradictions that emerge when utilizing a flipped classroom approach to university mathematics education. The work uses Activity Theory and its principle of dialectical contradiction as a theoretical framework to identify and analyse contradictions that arise in flipped mathematics classrooms for engineering students. Data were collected mainly by means of video recording of classroom activities and interviews with two cohorts of first-year engineering students in a Norwegian university over two years. An inductive approach to data analysis based on the interaction between the theoretical framework and the empirical data is used to provide evidence about the contradictions. The results show that contradictions manifest themselves as tensions in flipped mathematics classrooms. They emerge at different activity levels and affect student learning of mathematics. The aim of the study is to add to the lack of theoretical underpinning and limited research on tensions and contradictions in flipped mathematics classrooms at the university level.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A