| dc.contributor.author | Fredriksen, Helge | |
| dc.date.accessioned | 2020-05-12T10:16:17Z | |
| dc.date.available | 2020-05-12T10:16:17Z | |
| dc.date.created | 2020-05-05T18:54:56Z | |
| dc.date.issued | 2020 | |
| dc.identifier.citation | Fredriksen, H. (2020). An exploration of teaching and learning activities in mathematics flipped classrooms: A case study in an engineering program (Doctoral thesis). University of Agder, Kristiansand. | en_US |
| dc.identifier.isbn | 978-82-7117-972-4 | |
| dc.identifier.issn | 1504-9272 | |
| dc.identifier.uri | https://hdl.handle.net/11250/2654044 | |
| dc.description | Paper I is not available as a part of the dissertation due to the copyright. Author´s accepted manuscript of the paper is available in AURA as a separate file: https://hdl.handle.net/11250/2655384. | |
| dc.description.abstract | This research project is a case-study of three consecutive cohorts of engineering students being subject to the pedagogical approach of flipped classroom (Bergmann & Sams, 2012). The study, which is qualitative and based on a naturalistic research paradigm (Moschkovich & Brenner, 2000), considers various aspects of mathematical learning when students are subject to this new form of learner-centred teaching (Stephan, 2014). Research on Flipped Classroom (FC) has increased substantially during the last decade. However, the bulk of studies consider mostly student satisfaction and performance comparisons between traditional lecture-based and FC teaching. As such, they provide little insight into the fundamental aspects of what makes the FC in tertiary mathematics education efficient or not. As such, there is a definite lack of research that provides qualitative socio-cultural studies of FC teaching and learning.
The aim of the study was to address these shortcomings in the research field. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | 07 Media | en_US |
| dc.relation.ispartof | Doctoral dissertations at University of Agder | |
| dc.relation.ispartofseries | Doctoral Dissertations at the University of Agder; no. 271 | |
| dc.relation.haspart | Paper I: Fredriksen, H. & Hadjerrouit, S. (2019). An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology. doi: https://doi.org/10.1080/0020739X.2019.1591533. Published version. Author´s accepted manuscript is available in AURA as a separate file: https://hdl.handle.net/11250/2655384. | en_US |
| dc.relation.haspart | Paper II: Fredriksen, H. & Hadjerrouit, S. (2020). Exploring engineering students’ participation in flipped mathematics classroom: A discursive approach. Nordisk matematikkdidaktikk, 25(1), 45-64. http://ncm.gu.se/nomad-sokresultat-vy?brodtext=25_1_fredriksen. Published version. Full-text is not available in AURA as a separate file. | en_US |
| dc.relation.haspart | Paper III: Fredriksen, H. (2020). Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level. International Journal of Science and Mathematics Education. doi: https://doi.org/10.1007/s10763-020-10053-1. Published version. Full-text is available in AURA as a separate file: | en_US |
| dc.relation.haspart | Paper IV: Fredriksen, H. (Forthcoming). Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level. Teaching Mathematics and its
Applications. Manuscript. Not for commercial use. Full-text is not available in AURA as a separate file. | en_US |
| dc.title | An exploration of teaching and learning activities in mathematics flipped classrooms : A case study in an engineering program | en_US |
| dc.type | Doctoral thesis | en_US |
| dc.description.version | publishedVersion | en_US |
| dc.rights.holder | © 2020 Helge Fredriksen | en_US |
| dc.source.pagenumber | 240 | en_US |
| dc.source.issue | 271 | en_US |
| dc.identifier.cristin | 1809534 | |
