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한국수학교육학회> 수학교육연구> Effects of a Flipped Classroom using Khan Academy and Mathematical Modeling on Overcoming Difficulties in Learning Mathematics

KCI후보

Effects of a Flipped Classroom using Khan Academy and Mathematical Modeling on Overcoming Difficulties in Learning Mathematics

Jiyoon Lee , Dongjo Shin
  • : 한국수학교육학회
  • : 수학교육연구 25권2호
  • : 연속간행물
  • : 2022년 06월
  • : 99-115(17pages)
수학교육연구

DOI


목차

Ⅰ. INTRODUCTION
Ⅱ. RELATED LITERATURE
Ⅲ. METHODS
Ⅳ. RESULTS
Ⅴ. CONCLUSION
References

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초록 보기

This study examined difficulties middle school students have in learning mathematics and proposed a flipped classroom consisting of Khan Academy activities, small-group problem solving, and mathematical modeling to help improve their learning. A mixed-method approach was used to identify difficulties students have in learning mathematics, explore how the flipped classroom helped them reduce the learning difficulties identified, and examine if there were differences in students’ mathematics achievement and their affective characteristics after participating in the flipped classroom. Qualitative analyses showed that students had difficulties in understanding mathematical concepts and finding effective ways to learn as well as negative views towards learning mathematics. This study also found that each activity of the flipped classroom had a different impact on student learning. Before class, the Khan Academy activities were most likely to help students understand mathematical concepts. In class, small-group problem solving activities were most helpful for students who had trouble finding effective learning methods and environments. Mathematical modeling activities were most likely effective in changing students’ negative views towards mathematics. A quantitative analysis showed that the flipped classroom not only significantly improved the students’ mathematics achievement, but also positively affected their confidence and motivation and how much they valued learning mathematics.

UCI(KEPA)

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  • : 사회과학분야  > 교육
  • : KCI후보
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  • : 1226-6191
  • : 2287-9943
  • : 학술지
  • : 연속간행물
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1Understanding the Critical Areas in Teaching and Learning of Geometry and Measurement

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2A First Grade Teacher's Challenge in Promoting Students' Understanding of Unit Iteration

저자 : Byungeun Pak

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 175-188 (14 pages)

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Measurement has been an important part of mathematics content students must learn through their schooling. Many studies suggest students' weak measurement learning, particularly related to length measurement, on the part of lower grade students. This difficulty has been attributed to mathematics curriculum as well as instruction. Building on a view of teaching as an interactive activity, this paper explores how a first grade teacher interacted with her students in small groups in a length measurement lesson to promote conceptual understanding as well as procedural fluency. I found that even though the teacher supported students to explain and justify what they understood, the ways the teacher interacted with students were not effective to promote students' understanding. Even though this finding is based on an analysis of a single mathematics lesson, it provides an example of challenges in promoting students' understanding through interaction with students in the context of teaching length measurement.

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3Geometry: Do High School Mathematics Teachers really Need it?

저자 : Wesley Cox

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 189-199 (11 pages)

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A debate about the importance of geometry courses has existed for years. The questions have revolved around its significance to students and teachers alike. This study looks to determine whether a teacher taking a college-level geometry course has a positive relationship with their students' algebraic reasoning skills. Using data from the High School Longitudinal Study 2009 (HSLS09: Ingels et al., 2011, 2014), it was determined that 9th-grade teachers who took a college-level geometry course had a significant positive association with their students' 11th-grade algebraic reasoning scores. This study suggests that teachers who take geometry during college have a lasting effect on their students. The implications of these findings and how they may affect higher education are discussed.

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4Enhancing Geometry and Measurement Learning Experiences through Rigorous Problem Solving and Equitable Instruction

저자 : Padmanabhan Seshaiyer , Jennifer Suh

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 201-225 (25 pages)

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This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

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5Using Concrete-representational-abstract Integrated Sequence to Teach Geometry to Students who Struggle

저자 : Margaret Flores

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 229-246 (18 pages)

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The concrete-representational-abstract integrated (CRA-I) sequence is an explicit approach for teaching students who struggle in mathematics. This approach is beneficial because it assists students in the development of conceptual understanding. This article describes how the approach is used in general as well as its use with a specific geometry concept, area of a rectangle. The author will describe why one might choose CRA-I and the steps needed for implementation. Finally, the CRA-I steps will be shown with a lesson series related to teaching the concept of area. The article will describe lesson activities, methods, materials, and procedures.

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1Effects of a Flipped Classroom using Khan Academy and Mathematical Modeling on Overcoming Difficulties in Learning Mathematics

저자 : Jiyoon Lee , Dongjo Shin

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 2호 발행 연도 : 2022 페이지 : pp. 99-115 (17 pages)

다운로드

(기관인증 필요)

초록보기

This study examined difficulties middle school students have in learning mathematics and proposed a flipped classroom consisting of Khan Academy activities, small-group problem solving, and mathematical modeling to help improve their learning. A mixed-method approach was used to identify difficulties students have in learning mathematics, explore how the flipped classroom helped them reduce the learning difficulties identified, and examine if there were differences in students' mathematics achievement and their affective characteristics after participating in the flipped classroom. Qualitative analyses showed that students had difficulties in understanding mathematical concepts and finding effective ways to learn as well as negative views towards learning mathematics. This study also found that each activity of the flipped classroom had a different impact on student learning. Before class, the Khan Academy activities were most likely to help students understand mathematical concepts. In class, small-group problem solving activities were most helpful for students who had trouble finding effective learning methods and environments. Mathematical modeling activities were most likely effective in changing students' negative views towards mathematics. A quantitative analysis showed that the flipped classroom not only significantly improved the students' mathematics achievement, but also positively affected their confidence and motivation and how much they valued learning mathematics.

KCI후보

2Examining How Teacher Identities Explain Their Interactions with Students in Small Groups

저자 : Byungeun Pak

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 2호 발행 연도 : 2022 페이지 : pp. 117-133 (17 pages)

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Critical mathematics education has developed in many directions and has a broad range of approaches. There will probably be many different ways of expressing critical mathematics education. The book, An Invitation to Critical Mathematics Education by Ole Skovsmose (2011) has elucidated critical mathematical education by discussing and reinterpreting its concerns and preoccupations. He reinterprets thoughts and arguments that have been taken for granted and premised in mathematics education, and also discusses unquestioned widespread notions by associating them with his projects or specific practices carried out by him and his colleagues. This review intoduced and examined his crucial notions of critical mathematics education, such as “Diversity of situations,” “Students' foreground, Landscapes of investigation,” “Mathemacy,” and “Uncertainty.” These notions will make you to meet his theories with his pratices and look back on something overlooked in mathematics education.

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5Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning by Peter Liljedahl (2020)

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Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning is Liljedahl's latest book that cumulated his long-term research project. He provides concrete advice on each of 14 research-based teaching practices, along with answers to frequently asked questions and suggestions for getting started, which will help you build your thinking classroom.

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