000K utf8 1100 2020$c2020-05-20 1500 eng 2050 urn:nbn:de:hbz:464-20191115-142359-0 2051 10.17185/duepublico/70747 3000 Schallert, Stefanie 3010 Lavicza, Zsolt 4000 Implementing augmented reality in flipped mathematic classrooms to enable inquiry-based learning [Schallert, Stefanie] 4209 When learning mathematics following flipped classroom approaches, students most often have to watch videos as homework before class. Teachers should consider not consistently using a video where a new concept is introduced at the beginning of the learning process. If it suits the learning material, learners could first explore the problem independently and afterwards they could watch a video to consolidate their findings. By implementing augmented reality (AR) activities in flipped classroom scenarios, inquiry-based learning can be fostered. But, designing such sequences can be challenging for educators. Thus, this paper describes the development of teaching model templates for AR-based flipped classroom scenarios. Using a design-based research approach, further research activity will focus on the evaluation of the proposed teaching model templates to investigate how mathematics teachers adapt the templates to their teaching needs. 4950 https://doi.org/10.17185/duepublico/70747$xR$3Volltext$534 4950 https://nbn-resolving.org/urn:nbn:de:hbz:464-20191115-142359-0$xR$3Volltext$534 4961 https://duepublico2.uni-due.de/receive/duepublico_mods_00070747 5051 370 5051 510 5550 augmented reality 5550 flipped classroom 5550 inquiry-based learning 5550 student-centred learning