Flipped Learning and Affect in Mathematics: Results of an Initial Narrative Analysis

Autor/in	Lazzari, Elena
Titel	Flipped Learning and Affect in Mathematics: Results of an Initial Narrative Analysis
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 1, S.77-88 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lazzari, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Flipped Classroom; Affective Behavior; Mathematics Instruction; Secondary School Students; Emotional Response; Student Attitudes; Self Efficacy; Grade 11; Grade 12; Value Judgment + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Affective disturbance; Active behaviour; Affektive Störung; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Emotionales Verhalten; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Werturteil
Abstract	Flipped learning is a constructivist methodology that uses various active learning strategies, drawing on the potential of digital technologies whenever possible. Several research studies have shown the many benefits that flipped learning can bring to students' learning process and their affective sphere, but studies in the specific area of mathematics are still limited. The present article aims to examine the possible impact of this methodology on affective factors in mathematics. To achieve this goal, it was designed a 20-hour experiment involving about 300 secondary school students, during which conic sections were studied using a flipped approach. At the end of the experiment, textual material was collected on which a narrative analysis was conducted. The analysis took a content-categorical approach, and the reference theory for interpreting the data was the three-dimensional model for attitude toward mathematics by Di Martino and Zan (2010, 2011). The results show that a positive, rather than a negative, emotional disposition prevails, as does a view of mathematics as useful, rather than useless. Students' perceptions of their own competence are equally distributed between low and high. Initial findings suggest that flipped learning is a methodology that can create a learning environment that has a positive influence on affective factors. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01