Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
An alternative instructional model, which due to the social reality created by the ongoing COVID-19 pandemic is gaining more and more popularity in the global educational community, is the so called “flipped classroom”. In this paper we give the details of a one-week qualitative research we conducted in order to explore the effectiveness of the flipped classroom model in an undergraduate “mathematics education” course in Greece. The study involved thirty third-year math students, whose achievements and perceptions were captured with the help of questionnaire, task, personal interviews, and open discussion in the class. The analysis of the research data indicated increased engagement of the students, development of positive attitudes about the learning, control of the learning pace, autonomy in managing the time required for study and relative improvement of students’ performance in problem solving and teamwork. At the same time, several challenges emerged. The main ones concerned the demand for frequent active students’ participation in the educational process, the management of queries during the homework, the doubts about the effectiveness of the method on difficult teaching subjects, as well as the time and skill requirements for preparing such a lesson.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics and Science Teacher, v. 3, n. 1, p. em021
- Editora
- Modestum Limited
- Ano
- 2022 (2022-11-06)
- Idioma
- en
- Palavras-chave
- flipped classroom; mathematics education course; student engagement; student perceptions; student independence; problem solving; teamwork; COVID-19 pandemic; instructional model effectiveness; teacher preparation time; undergraduate mathematics students
- Temas
- Resolução de Problemas
- DOI
- 10.29333/mathsciteacher/12608
- ISSN
- 2752-6054
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
RIZOS, Ioannis; KOLOKOTRONIS, Georgios; PAPANIKOLAOU, Aikaterini-Maria. Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece. Journal of Mathematics and Science Teacher, v. 3, n. 1, p. em021, 2022. DOI: https://doi.org/10.29333/mathsciteacher/12608.
APA
Rizos, I., Kolokotronis, G., & Papanikolaou, A. M. (2022). Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece. Journal of Mathematics and Science Teacher, 3(1), em021. https://doi.org/10.29333/mathsciteacher/12608
BibTeX
@article{rizos2022,
author = {Rizos, Ioannis and Kolokotronis, Georgios and Papanikolaou, Aikaterini-Maria},
title = {Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece},
year = {2022},
journal = {Journal of Mathematics and Science Teacher},
volume = {3},
number = {1},
pages = {em021},
publisher = {Modestum Limited},
doi = {10.29333/mathsciteacher/12608},
language = {en}
}RIS
TY - JOUR AU - Rizos, Ioannis AU - Kolokotronis, Georgios AU - Papanikolaou, Aikaterini-Maria TI - Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece PY - 2022 JO - Journal of Mathematics and Science Teacher VL - 3 IS - 1 SP - em021 DO - 10.29333/mathsciteacher/12608 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR"
Revista Dynamis, v. 32, n. 1 · DOI 10.7867/1982-48662026e12953
Download disponível Baixar PDF na fonte: EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR" (abre em nova aba) Acessar texto completo: EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR" (abre em nova aba) -
Enseñanza de la matemática mediante resolución de problemas para potenciar competencias lógico-matemáticas y técnicas en estudiantes de octavo año
Explorador Digital, v. 10, n. 1 · DOI 10.33262/exploradordigital.v10i1.3611
Download disponível Baixar PDF na fonte: Enseñanza de la matemática mediante resolución de problemas para potenciar competencias lógico-matemáticas y técnicas en estudiantes de octavo año (abre em nova aba) Acessar texto completo: Enseñanza de la matemática mediante resolución de problemas para potenciar competencias lógico-matemáticas y técnicas en estudiantes de octavo año (abre em nova aba) -
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
Desenho Universal para a Aprendizagem: Possibilidades Práticas para o Ensino de Análise Combinatória
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.24414