Implementing augmented reality in flipped mathematic classrooms to enable inquiry-based learning

Schallert, Stefanie; Lavicza, Zsolt GND

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.

Share and cite

Citation style:

Schallert, Stefanie / Lavicza, Zsolt: Implementing augmented reality in flipped mathematic classrooms to enable inquiry-based learning. 2020.

Could not load citation form. Default citation form is displayed.

Rights

Export