Implications from a Modelling based Flipped Mathematics Course

Abstract

The present study investigated the effect of the flipped classroom model, which was practiced in an undergraduate mathematics class, on pre-service primary school teachers’ ability to solve problems related to real life and modelling. This study was designed as an action research study exploring the implementation of a new teaching technique. The participants were 16 pre-service teachers who voluntarily took part in the study. The implementation period, which lasted for five weeks, included the following topics: ordered pairs, Cartesian product, relation and its characteristics, the concept of function, types of functions, and linear relation. The data in this study consisted of worksheets that had problem-solving processes, video records of classroom practices, participant journals, and field notes taken by the researcher. The data were analyzed through content analysis. It was observed that the flipped classroom model in the study enabled students to develop their mathematics language, conceptual knowledge, and the use of multiple representations by providing them with an opportunity to work on modelling and real-life problems. This model allowed students to take responsibility for their learning and also provided the teacher with an opportunity to prevent mistakes and misconceptions of students. In addition, it was observed in the data collected from classroom practices and student journals that student–student and student–teacher interactions developed as a result of the classes taught in the flipped classroom model.