6533b7d9fe1ef96bd126b923
RESEARCH PRODUCT
Investigating the affordances of a flipped mathematics classroom from an activity theoretical perspective
Helge Fredriksensubject
General Mathematics05 social sciencesPerspective (graphical)050301 education050109 social psychologyFlipped classroomVDP::Matematikk og Naturvitenskap: 400::Matematikk: 410VDP::Mathematics and natural science: 400::Mathematics: 410VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283EducationEngineering educationMathematics educationComputingMilieux_COMPUTERSANDEDUCATION0501 psychology and cognitive sciencesAffordancePsychology0503 educationMathematicsVDP::Social science: 200::Education: 280::Subject didactics: 283description
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 mathematical learning in a flipped classroom pedagogical frame, presenting operational affordances out-of-class, action affordances at the mathematical task level and finally activity affordances at the collective level.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2020-11-20 |