Detail publikace

Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study

FREDRIKSEN, H. REBENDA, J. RENSAA, R. PETTERSEN, P.

Originální název

Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study

Typ

článek v časopise ve Scopus, Jsc

Jazyk

angličtina

Originální abstrakt

Flipped Classroom (FC) approaches, which utilize video distribution via modern internet platforms, have recently gained interest as a pedagogical framework. Inquiry Based Mathematics Education (IBME) has proven to be a valid form of task design to motivate active learning and enhance classroom interactivity. This article presents a practical combination of introductory videos and inquiry-based class activities adoptable in a basic linear algebra course for stimulating students’ exploration of the underlying mathematics. Teachers’ and students’ work addressed in the article was realized in two case studies in engineering programs in Norway and the Czech Republic. The learning objective was to connect different interpretations of the matrix equation Ax = b, which is often perceived as challenging for engineering students. Feedback from classroom sessions, interviews, and questionnaires encourage further research and inspired us as teachers to closely examine the mathematics behind the task design.

Klíčová slova

Inquiry-based mathematics education; flipped classroom; mathematics for engineering students

Autoři

FREDRIKSEN, H.; REBENDA, J.; RENSAA, R.; PETTERSEN, P.

Vydáno

17. 7. 2024

Nakladatel

Taylor & Francis online

Místo

London

ISSN

1935-4053

Periodikum

Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS)

Ročník

2024

Číslo

17.7.2024

Stát

Spojené království Velké Británie a Severního Irska

Strany od

1

Strany do

13

Strany počet

13

URL

https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712

BibTex

@article{BUT189079,
  author="Helge {Fredriksen} and Josef {Rebenda} and Ragnhild Johanne {Rensaa} and Petter {Pettersen}",
  title="Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study",
  journal="Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS)",
  year="2024",
  volume="2024",
  number="17.7.2024",
  pages="1--13",
  doi="10.1080/10511970.2024.2375712",
  issn="1935-4053",
  url="https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712"
}