2016 Conference Archive (Archived)
Session Format
Presentation Session (20 minutes)
Copyright
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Location
Room 1601
Abstract for the conference program
As a graduate student and a mathematics teacher, I have seen the tremendous benefits of using teacher-made and or internet videos on students’ engagement, understanding and performance in mathematics. Personally, I have benefited from such videos to help me master concepts that I didn’t quite get the first time I learn them. Usually referred to as the flipped classroom model, it is different from taking an online class. Students are still required to attend class face-to- face. Rather than listening to lectures from the teacher the entire class time, they are engaged in discussions, problem solving, inquiry, collaborative projects, etc. The purpose of this presentation is to shed light on the benefits of the flipped instructional classroom model and how it can be used by teachers at all levels (k-12 and university) to foster engagement, learning and success in their mathematics classrooms.
Proposal Track
Non-research Project
Start Date
3-4-2016 1:45 PM
End Date
3-4-2016 2:30 PM
Recommended Citation
Betanga, Solomon, "Increase Students’ Engagement, Learning and Achievement in a Mathematics Classroom Using Teacher Made and or Web-Based Videos - the Flipped Instructional Classroom Model." (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 8.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/8
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Increase Students’ Engagement, Learning and Achievement in a Mathematics Classroom Using Teacher Made and or Web-Based Videos - the Flipped Instructional Classroom Model.
Room 1601
As a graduate student and a mathematics teacher, I have seen the tremendous benefits of using teacher-made and or internet videos on students’ engagement, understanding and performance in mathematics. Personally, I have benefited from such videos to help me master concepts that I didn’t quite get the first time I learn them. Usually referred to as the flipped classroom model, it is different from taking an online class. Students are still required to attend class face-to- face. Rather than listening to lectures from the teacher the entire class time, they are engaged in discussions, problem solving, inquiry, collaborative projects, etc. The purpose of this presentation is to shed light on the benefits of the flipped instructional classroom model and how it can be used by teachers at all levels (k-12 and university) to foster engagement, learning and success in their mathematics classrooms.
