0000000001010128
AUTHOR
Helge Fredriksen
An activity theory perspective on contradictions in flipped mathematics classrooms at the university level
Author´s accepted manuscript (postprint). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 24/03/2019, available online: http://www.tandfonline.com/10.1080/0020739X.2019.1591533.
Investigating the affordances of a flipped mathematics classroom from an activity theoretical perspective
Abstract Flipped Classroom as a pedagogical framework has gained popularity at secondary and tertiary levels of mathematics education, but there is a lack of research based on a solid theoretical foundation. This article considers the flipped mathematics classroom from the perspective of affordances and cultural–historical activity theory. The empirical background is based on semi-structured interview data from eight first-year computer-engineering students following 1 year of flipped classroom teaching. The thematic analysis of the data indicates that the flipped format offers a range of affordances at various levels of the activity system. This article advances research on affordances for…
An exploration of teaching and learning activities in mathematics flipped classrooms : A case study in an engineering program
Paper I is not available as a part of the dissertation due to the copyright. Author´s accepted manuscript of the paper is available in AURA as a separate file: https://hdl.handle.net/11250/2655384. This research project is a case-study of three consecutive cohorts of engineering students being subject to the pedagogical approach of flipped classroom (Bergmann & Sams, 2012). The study, which is qualitative and based on a naturalistic research paradigm (Moschkovich & Brenner, 2000), considers various aspects of mathematical learning when students are subject to this new form of learner-centred teaching (Stephan, 2014). Research on Flipped Classroom (FC) has increased substantially during the …
Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level
AbstractFlipped classroom (FC) pedagogical frameworks have recently gained considerable popularity, especially at secondary school levels. However, there are rich opportunities to explore FC at tertiary levels, but progress on the area requires instructors’ attention to well-designed tasks for students’ collaborative learning. Realistic Mathematics Education (RME) provides a foundation for the development of such tasks. This article advances research on the role of task design in a FC context by considering how RME heuristics may be developed to include the out-of-class phase, where students prepare for in-class work with videos. This adaption, named flipped RME classroom design, is explore…