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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216305%3A26620%2F26%3A0189079" target="_blank" >RIV/00216305:26620/26:0189079 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/10511970.2024.2375712" target="_blank" >10.1080/10511970.2024.2375712</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

PRIMUS

ISSN

1051-1970

e-ISSN

1935-4053

Svazek periodika

2024

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

1-13

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85198736815