Implementing augmented reality in flipped mathematic classrooms to enable inquiry-based learning
When learning mathematics following flipped classroom approaches, students most often have to watch videos as homework before class. Teachers should consider not consistently using a video where a new concept is introduced at the beginning of the learning process. If it suits the learning material, learners could first explore the problem independently and afterwards they could watch a video to consolidate their findings. By implementing augmented reality (AR) activities in flipped classroom scenarios, inquiry-based learning can be fostered. But, designing such sequences can be challenging for educators. Thus, this paper describes the development of teaching model templates for AR-based flipped classroom scenarios. Using a design-based research approach, further research activity will focus on the evaluation of the proposed teaching model templates to investigate how mathematics teachers adapt the templates to their teaching needs.
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