Information and Communication Technologies (ICT) has fundamentally changed the way that humans interact with both information and each other. By integrating ICT into the mathematics classroom teachers can familiarise students with multiple and often interactive representations of mathematical concepts.
Flipped Classroom
OneNote | Youtube | Camtasia | Zoom
Year 11 Mathematical Methods
Unit Content: Circular measure and radian measure
- 1.2.5 define and use radian measure and understand its relationship with degree measure
- 1.2.6 calculate lengths of arcs and areas of sectors and segments in circles
Theory
The integration of ICT into classrooms can be categorised into for different elements of increasing classroom technological integration (Puentedura, 2010). When viewed through the pedagogical lens offered by AITSL Standard 2.6, the role that technology can play begins at the most superficial; as a direct substitute for other non-digital pedagogical practice to the creation of new tasks which, prior to the technological integration, were inconceivable. Over time, as ICT continues to redefine the way mathematical sciences are taught in Australian classrooms teachers will be required to ensure that their ICT-proficiency continues to develop in order to leverage the relationship between digital literacy and academic achievement in mathematics (Delen & Bulut, 2011) and foster self directed learning and student engagement (Rashid & Asghar, 2016). In order to maximise the benefits of ICT integration all pedagogical, content and technical knowledge must work together (Mishra & Koehler, 2006). The TPACK Model is a great way of visualising how all of these different elements must interact in order both maximise learning potential and minimise ICT-related distractions. |
The effective implementation of a 'flipped-classroom' pedagogical model can facilitate meaningful student engagement due to its ability to reduce the intrinsic cognitive load on students in the classroom (Atkinson & Shiffrin, 1968). The flipped classroom model also contributes to student engagement by allowing more opportunities for collaborative classroom learning experiences (Abeysekera & Dawson, 2015). The success of the flipped-classroom model also highlights its ability to increase student engagement by satisfying the basic human need of autonomy (Reeve, 2006) and provide students with more opportunities to be the centre of the learning or discovery process (Piaget, 1968; Vygotsky, 1978).
By eliminating the information transfer component of traditional pedagogy the classroom becomes a place of collaboration where students benefit from a more socially arbitrated knowledge construction process (Vygotsky, 1978). The collaborative learning environment, which the flipped classroom facilitates, allows for increased student-to-student and student-to-teacher interactions. This increases the opportunities for more knowledgeable students to pass on their understanding to others through their zone of proximal development (ZPD) (Little, 2015; Vygotsky, 1978).
By eliminating the information transfer component of traditional pedagogy the classroom becomes a place of collaboration where students benefit from a more socially arbitrated knowledge construction process (Vygotsky, 1978). The collaborative learning environment, which the flipped classroom facilitates, allows for increased student-to-student and student-to-teacher interactions. This increases the opportunities for more knowledgeable students to pass on their understanding to others through their zone of proximal development (ZPD) (Little, 2015; Vygotsky, 1978).
Evidence
During a Year 11 Mathematical Methods class I was able to use ICT (Microsoft OneNote, Youtube, Camtasia and Zoom) to create a multimodal lecturette on the applications of the radian measure. The use of this particular quartet of ICT tools allowed me to ‘flip the classroom’, and redefine the pedagogical process. The integration of the ICT allowed me to have students engage with the introductory content concerning the radian measure prior to the lesson. The use of ICT tools also helped me communicate the value of what is being learnt which helps satisfy any questions of relevance that, if left unanswered, have the capacity to undermine student motivation and engagement (Siemens, 2005; Deci & Ryan, 2000). |
Youtube video explaining a similar problem has been embedded into the OneNote page. Student can use the embedded video, combined with the example presented in the asynchronous lecturette, to aid in the development of their conceptual understanding of this particular subset of problems involving arc length (Walden, 2022). |
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References
ACARA. (2020). Mathematics - Y10A. Retrieved from F-10 Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics
ACARA. (2021). Mathematical Mathods. Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/senior-secondary-curriculum/mathematics/mathematical-methods/
Australian Institute for Teaching and School Leadership 2011, Australian Professional Standards for Teachers, AITSL, Melbourne
Delen, E., & Bulut, O. (2011). The Relationship between Students' Exposure to Technology and Their Achievement in Science and Math. Turkish Online Journal of Educational Technology-TOJET, 10(3), 311-317.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
MCEEYTA. (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs.
Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. Society for Information Technology & Teacher Education International Conference,
Piaget, J. (1968). Construction of reality in the child. London: Routledge & Kegan Paul.Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice.
reSolve: Mathematics by Inquiry. (2020, June 22). Fitting Curves. Retrieved from reSolve: Mathematics by Inquiry: https://resolve.edu.au/sites/default/files/
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
SCSA. (2021). Mathematical Methods: Year 11 Sample Course Outline. Retrieved from School Curriculum and Standards Authority: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-methods
Vygotsky, L. (1978). Interaction between learning and development. In M. Gauvain, & M. Cole, Readings on the Development of Children (pp. 29-36). New York: W.H. Freedman and Company.
Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of constructivism (5th Edition ed.). White Plains: Longman Publishing.
Walden, H (2016) "Finding the Length of a Belt Using Radians and Simple Geometry" [Video] YouTube. https://www.youtube.com/watch?v=qfZAFQ4so9c
ACARA. (2021). Mathematical Mathods. Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/senior-secondary-curriculum/mathematics/mathematical-methods/
Australian Institute for Teaching and School Leadership 2011, Australian Professional Standards for Teachers, AITSL, Melbourne
Delen, E., & Bulut, O. (2011). The Relationship between Students' Exposure to Technology and Their Achievement in Science and Math. Turkish Online Journal of Educational Technology-TOJET, 10(3), 311-317.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
MCEEYTA. (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs.
Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. Society for Information Technology & Teacher Education International Conference,
Piaget, J. (1968). Construction of reality in the child. London: Routledge & Kegan Paul.Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice.
reSolve: Mathematics by Inquiry. (2020, June 22). Fitting Curves. Retrieved from reSolve: Mathematics by Inquiry: https://resolve.edu.au/sites/default/files/
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
SCSA. (2021). Mathematical Methods: Year 11 Sample Course Outline. Retrieved from School Curriculum and Standards Authority: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-methods
Vygotsky, L. (1978). Interaction between learning and development. In M. Gauvain, & M. Cole, Readings on the Development of Children (pp. 29-36). New York: W.H. Freedman and Company.
Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of constructivism (5th Edition ed.). White Plains: Longman Publishing.
Walden, H (2016) "Finding the Length of a Belt Using Radians and Simple Geometry" [Video] YouTube. https://www.youtube.com/watch?v=qfZAFQ4so9c