PT Unknown
AU Schallert, S
   Lavicza, Z
AU 14th International Conference on Technology in Mathematics Teaching - ICTMT 14 : Essen, Germany, 22nd to 25th of July 2019
TI Implementing augmented reality in flipped mathematic classrooms to enable inquiry-based learning
SE Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14: Essen, Germany, 22nd to 25th of July 2019
PD 05
PY 2020
BP 117
EP 124
DI 10.17185/duepublico/70747
LA en
DE augmented reality; flipped classroom; inquiry-based learning; student-centred learning
AB 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.
ER