
06581495
j
2016c.00441
Strayer, Jeremy F.
Hart, James B.
Bleiler, Sarah K.
Fostering instructor knowledge of student thinking using the flipped classroom.
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 8, 724735 (2015).
2015
Taylor \& Francis, Philadelphia, PA
EN
D45
C35
U55
U85
flipped classroom
mathematical sensemaking
precalculus
classroom discussions
student thinking
inverted classroom
technology
reformoriented instruction
doi:10.1080/10511970.2015.1031306
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.