Flipped learning and affect in mathematics: Results of an initial narrative analysis

Elena Lazzari 1 *
More Detail
1 Department of Mathematics, University of Ferrara, Ferrara, ITALY
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 1, pp. 77-88. https://doi.org/10.30935/scimath/12435
Published Online: 08 September 2022, Published: 01 January 2023
OPEN ACCESS   1149 Views   873 Downloads
Download Full Text (PDF)

ABSTRACT

Flipped learning is a constructivist methodology that uses various active learning strategies, drawing on the potential of digital technologies whenever possible. Several research studies have shown the many benefits that flipped learning can bring to students’ learning process and their affective sphere, but studies in the specific area of mathematics are still limited. The present article aims to examine the possible impact of this methodology on affective factors in mathematics. To achieve this goal, it was designed a 20-hour experiment involving about 300 secondary school students, during which conic sections were studied using a flipped approach. At the end of the experiment, textual material was collected on which a narrative analysis was conducted. The analysis took a content-categorical approach, and the reference theory for interpreting the data was the three-dimensional model for attitude toward mathematics by Di Martino and Zan (2010, 2011). The results show that a positive, rather than a negative, emotional disposition prevails, as does a view of mathematics as useful, rather than useless. Students’ perceptions of their own competence are equally distributed between low and high. Initial findings suggest that flipped learning is a methodology that can create a learning environment that has a positive influence on affective factors.
Keywords: flipped learning, affect, three-dimensional model for attitude towards mathematics, narrative analysis, mathematics

CITATION

Lazzari, E. (2023). Flipped learning and affect in mathematics: Results of an initial narrative analysis. European Journal of Science and Mathematics Education, 11(1), 77-88. https://doi.org/10.30935/scimath/12435

REFERENCES

  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.
  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer.
  • Brousseau, G. (1986). Fondements et mèthodes de la didactique des mathèmatiques [Foundations and methods of mathematics didactics]. Researches en Didactique des Mathèmatiques [Research in Didactics of Mathematics], 7(2), 33-115.
  • Carotenuto, G., & Sbaragli S. (2107). Flipped classroom per la formazione insegnanti: Una ricerca sulla percezione degli student [Flipped classroom for teacher training: A research on student perception]. Didattica Della Matematia. Dalla Ricerca alle Pratiche D’aula [Mathematics Education. From Research to Classroom Practices], 3(1), 7-34. https://doi.org/10.33683/ddm.18.3.1
  • Cecchinato, G., & Papa, R. (2016). Flipped classroom un nuovo modo di insegnare e apprendere [Flipped classroom a new way of teaching and learning]. UTET.
  • Cevikbas, M., & Kaiser, G. (2021). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10213-x
  • D’Amore, B., & Sbaragli, S. (2011). Principi di base di didattica della matematica [Basic principles of mathematics teaching]. Pitagora.
  • Di Martino, P., & Zan, R. (2010). “Me and math”: Towards a definition of attitude grounded on students’ narrative. Journal of Mathematics Teacher Education, 13(1), 27-48. https://doi.org/10.1007/s10857-009-9134-z
  • Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43, 471-482. https://doi.org/10.1007/s11858-011-0309-6
  • Fredriksen, H., & Hadjerrouit, S. (2020). An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology, 51(4), 520-541. https://doi.org/10.1080/0020739X.2019.1591533
  • Guler, M., Kokoc, M., & Onder Butuner, S. (2022). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11143-z
  • Hannula, M. (2012). Exploring new dimension of mathematics-related affect: Embodied and social theories. Research in Mathematics Education, 14(2), 137-161. https://doi.org/10.1080/14794802.2012.694281
  • Hannula, M. (2014). Affect in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (p.23-26). Springer. https://doi.org/10.1007/978-94-007-4978-8_174
  • Heo, H. J., & Chun, B. A. (2016). A study on the effects of mobile-based LMS on flipped learning: Focused on the affective pathway in pre-service teacher education. International Journal of Software Engineering and Its Applications, 10(12), 473-484. https://doi.org/10.14257/ijseia.2016.10.12.39
  • Jdaitawi, M. (2020). Does flipped learning promote positive emotions in science education? A comparison between traditional and flipped classroom approaches. Electronic Journal of E-Learning, 18(6), 516-524. https://doi.org/10.34190/JEL.18.6.004
  • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative learning in the classroom. Association for Supervision and Curriculum Development.
  • King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781
  • Lazzari, E. (2017). I sistemi di numerazione: Un’esperienza di apprendimento capovolto [Numbering systems: An inverted learning experience]. Annali Online Della Didattica e Della Formazione Docente [Online Annals of Teaching and Teacher Training], 9(14), 372-393. https://doi.org/10.15160/2038-1034/1588
  • Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65(2), 427-453. https://doi.org/10.1007/s11423-016-9502-1
  • Lieblich, A., Tuval-Maschiach R., & Zilber, T. (1998). Narrative research. Reading, analysis and Interpretation. SAGE. https://doi.org/10.4135/9781412985253
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grows (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 575-596). McMillan.
  • McLeod D. B., & Adams V. M. (1989). Affect and mathematical problem solving: A new perspective. Springer-Verlag. https://doi.org/10.1007/978-1-4612-3614-6
  • Ortony, A., Clore, G. L., & Collins, A. (1988). The cognitive structure of emotions. Cambridge University Press. https://doi.org/10.1017/CBO9780511571299
  • Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership, 7, 16-20. https://doi.org/10.1177/1555458913487032
  • Schoenfeld, A. (1983). Problem solving in the mathematics curriculum: A report, recommendations, and an annotated bibliography. Mathematical Association of America. https://doi.org/10.2307/748991
  • Silver, E. A. (1982). Thinking about problem solving: Toward an understanding of metacognitive aspects of problem solving [Paper presentation]. The Conference on Thinking.
  • Wei, X., Cheng, I., Chen, N. S., Yang, X., Liu, Y., Dong, Y., & Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461-1484. https://doi.org/10.1007/s11423-020-09752-x
  • Zan, R. (1996). Difficoltà di apprendimento e problem solving: Proposte per un’attività di recupero [Learning difficulties and problem solving: Proposals for a recovery activity]. L’insegnamento della matematica e delle scienze integrate [The teaching of mathematics and integrated sciences], 19B(4), 312-351.