Fostering Instructor Knowledge of Student Thinking Using The Flipped Classroom

In this article, we share a model of flipped instruction that allowed us to gain a window into our students' mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our o...

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Bibliographic Details
Published in:PRIMUS : problems, resources, and issues in mathematics undergraduate studies resources, and issues in mathematics undergraduate studies, 2015-09, Vol.25 (8), p.724-735
Main Authors: Strayer, Jeremy F., Hart, James B., Bleiler, Sarah K.
Format: Article
Language:English
Subjects:
classroom discussions
College Mathematics
Concept Formation
Educational Technology
Flipped classroom
Homework
inverted classroom
Mathematical Concepts
Mathematical Logic
mathematical sense-making
Mathematics education
precalculus
reform-oriented instruction
student thinking
Students
Teaching Methods
technology
Technology Uses in Education
Tennessee
Undergraduate Study
Video Technology
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Summary:In this article, we share a model of flipped instruction that allowed us to gain a window into our students' mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions.
ISSN:1051-1970
1935-4053
DOI:10.1080/10511970.2015.1031306