Enhancing Math Achievement Through Flipped Classroom Techniques

Enhancing Math Achievement Through Flipped Classroom Techniques

Table of Contents

Title Page

Enhancing Math Achievement Through Flipped Classroom Techniques

CHAPTER – I

CHAPTER I INTRODUCTION

CHAPTER I

CHAPTER – II

CHAPTER II

CHAPTER II

CHAPTER – III

CHAPTER III METHODOLOGY

CHAPTER III

CHAPTER – IV

CHAPTER IV ANALYSIS OF DATA

CHAPTER - IV

CHAPTER – V

CHAPTER V

CHAPTER V

By

Landon Mitchell

CONTENTS

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LIST OF TABLES

LIST OF FIGURES

CHAPTER – I

Introduction and Conceptual framework

CHAPTER I INTRODUCTION

CHAPTER I

INTRODUCTION AND CONCEPTUAL FRAMEWORK

1.1 

Introduction

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Mathematics is considered as the basic fundamental part of the ideas, logics and thought of thehuman beings to understand the world and ourselves. Mental discipline and logical reasoning were enhanced through mathematics. It plays a transversal nature in human beings which upgrades skills like computational, quantitative and spatial ability  that in turn makes an individual more constructive, concerned as well a reflective citizen. Mathematics is applied in various fields and discipline mainly to solve problems in  science, engineering and economics. A basic and solid foundation of mathematics poses hypotheses, seeking absolutes and makes a particular to be open to the new information and analyze the data. But many of the students feels stress in understanding and  application of mathematics concepts because of the teachingmethods that mainly focuses on the test scores of the student. This particularly makes  student to memorize and rote learn the concepts which in turn brings stress and disinterest towards the mathematical concepts.

Thus it is very essential for the teacher trainees to integrate with the innovative learning programs and available technology that makes them to stimulate the confidence level, creativity and imagination of the student towards understanding the Mathematical concepts. As a teacher trainee they need to develop and implement their teachingskills with more hands on flipped classroom that sparks the curiosity and enjoyment of learning towards mathematics. Recently, a paradigm shift has taken place in the field of education and with the advent of a model of teaching known as flipped classroom. The flipped classroom model incorporates the use of internet  technology to influence the training in  an exceedingly big classroom so that a teacher can spend more time interacting with students instead of lecturing (Bergmann & Sams, 2012). The effectiveness of the flipped

classroom on teaching mathematics makes the student engagement of learning through  the way of experience. The students explore the concept in a vivid manner with  the help  of various outlet sources such as social networking and other multimedia channels. Demonstration and application becomes the core theme of flipped classroom where the mathematical concepts areunderstood and applied in different fields by the students with the help of the instructors. So that it is obvious that the flipped classroom alters the way of approach on teaching and learningprocess in the field of education.

1.2  Conceptual Frame Work

1.2.1 Educational structure

The course of study that can provide a link between secondary and higher education is considered as higher secondary education. The Indian education commission (1966) visualized a flexible educational structure and decided to adopt  the  uniform  pattern of 10+2+3. The first stage covers 10 years of schooling for all  children.  It  contains general education which emphasis on science and mathematics and the addition  of new subjects like work-experience, physical education and aesthetic activities. The second stage is regarded that higher secondary can be in general education (or) in vocational education. The third stage is the college course of three years duration, leading to the first degree.

1.3  Secondary Teacher Education

To contention that teachers are born, not made can be true only in a few rare  cases. It is also contended that training by itself, is sure to make a good teacher. Proper education of the teacher enables us to have knowledge of how children  grow, develop  and learn, how they can be taught effectively and how their inner potentialities can be brought out and developed.

The Education Commission said, (1964) "A sound programmed of professional education of teachers is essential for qualitative improvement of education.  Investment  in teacher education can yield very rich dividends because the financial  resources  required are small when measured against the resulting improvements in the education of millions.

Dictionary of education, C.V. Good, (1959) defines teacher education as "All formal and informal activities and experience that helps to qualify a person to assume the responsibility as a member of the education profession or to discharge his responsibility most effectively.

1.4  Recommendations of Various Commissions on Teaching Mathematics  at Teacher Education level

Aims of teaching Mathematics at the teacher education as suggested by various  committees and commissions in India for the improvement of Mathematics Education are abstracted below

(i)  Radhakrishnan Commission/University Education Commission 1948-49 (Part 1)

a)  The maintenance of the highest standards of teaching and examination in the universities and colleges under their control.

b)  The courses of study in the universities with special reference to the maintenance  of a sound balance between the Humanities and the Sciences and between pure science and technological training and the duration of such courses.

c)  The Organisation of advanced research in all branches of knowledge in the universities and Institutes of higher research in a well-co-ordinate  fashion  avoiding waste of effort and resources.

d)  The qualifications, conditions of service, salaries, privileges and functions of teachers and the encouragement of original research by teachers.

(ii)  The Kothari Commission (1964 - 66)

a)  The education system at the national level was aligned in 10+2+3 pattern, as recommended by the Kothari Commission.

b)  As Science and Maths are an integral part of the growth of any nation, the Kothari Commission recommended making Maths and Science an integral part of education.

c)  The Commission recommended reforms to improve education at University level by paying special attention to postgraduate level research, training, providing adequate libraries, laboratories and funds

d)  As Science and Maths are an integral part of the growth of any nation, the Kothari Commission recommended making Maths and Science an integral part of education.

e)  The Commission recommended reforms to improve education at University level by paying special attention to postgraduate level research, training, providing adequate libraries, laboratories and funds.

(iii) National Policy on Education (1986)

a)  A New Education Policy is designed to make India a knowledge superpower by promoting active pedagogy and equipping students with the required caliber, life skills including 21st century skills and knowledge.

b)  Mathematics should be visualised as the vehicle to train a child to think, reason, analyse and to articulate logically.  Apart from being a specific subject, it should  be treated as concomitant to any subject involving analysis and reasoning.

c)  With the recent introduction of computer in schools, educational computing and  the emergence of learning through the understanding of cause-effect relationships and the interplay of variables, the teaching of mathematics will be suitably redesigned to bring it in line with modern technological devices.

d)  Autonomous colleges will be helped to develop in large numbers until the affiliating system is replaced by a freer and more creative association of universities with colleges.

e)  Autonomous colleges will be helped to develop in large numbers until the affiliating system is replaced by a freer and more creative association of universities with colleges.

f)  Courses and programmes will be redesigned to meet the  demands  of  specialisation better.

g)   A major effort will be directed towards the transformation of teaching methods. Audio-visual aids and electronic equipment will be introduced, development of science and technology, curricula and material, research and teacher orientation will receive attention. This will require preparation of teachers at the beginning of the service as well as continuing education thereafter. Teachers‘ performance will be systematically assessed.

(iv)  National Council of Educational Research and Training (NCERT) (2001)

a)  Shifting the focus of mathematics education from achieving ‘narrow’ goals to ‘higher’ goals.

b)  Engaging every student with a sense of success, while at the same time offering conceptual challenges to the emerging mathematician.

c)  Changing modes of assessment to examine students’ mathematisation abilities

rather than procedural knowledge.

d)  Enriching teachers with a variety of mathematical resources.

(v)  National Curriculum Framework (NCF 2005)

a)  To shift learning from rote method.

b)  Connecting knowledge to life outside the school.

c)  To integrate examination into classroom learning and make it more flexible.

d)  To enrich the curriculum so that it goes beyond textbooks.

e)  Mathematics -The emphasis for learning mathematics is that all students can learn the need to learn mathematics. Pedagogy and learning environment have to be made favorable for students to develop interest by going far beyond basic skills  and include variety of mathematics loving models by pedagogy which devotes a

greater percentage of instructional time to problem solving and active learning. Mathematics makes learner systematic, confidential, self-evaluated, self-esteem, self-reliable etc.

1.5  Objectives of Teacher Education

i.  The teacher understands the central concepts, Tools of inquiry and structures of the discipline within the context of a global society.

ii.  The teacher creates learning experiences that make the subject  matter  meaningful for student.

iii.  The teacher assists the students in acquiring the knowledge and skills to gather, analyze and apply information and ideas.

iv.  The teacher assists the students in acquiring the knowledge and skills necessary to communicate effectively within an beyond the classroom.

v.  The teacher uses a variety of instructional strategies to encourage student’s

development of critical thinking, problem solving and performance skills.

vi.  The teacher assists the students in acquiring the knowledge and skills necessary to make decisions.

vii.  The teacher demonstrates and assists the students in acquiring the knowledge  and skills to become responsible members of society.

viii.  The teacher understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students.

ix.  The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

x.  The pre-service teacher uses and understands the individual and  group motivation and behaviour to create a learning environment that encourages positive, social interacting, active engagement in learning and self-motivation.

xi.  The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

xii.  The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilize the assessment and professional growth to generate more leaning for more students.

xiii.  The teacher fosters relationships with school colleagues,  parents  and  educational partners in the larger community to support student learning and well-being.

1.6  Nature of Secondary Teacher Education Curriculum

Teacher preparation course for the secondary teachers is generally  known  as  B.Ed. It is professional course having three major components: (a) theoretical orientation,

(b) school experience and (c) practical work. Sound exposure to all the three aspects is a pre-requisite for the preparation of a competent teacher. Theoretical orientation in teacher education includes core courses such as philosophical, sociological and  psychological basis of education. This course aims at helping the teacher in formulating his or her own authentic responses to reality and his or her own self, to situate education in the social context to develop a better understanding to the needs, interest and abilities of the learner and to create effective learning situations. Subject like history of education, school administration, educational measurement and evaluation and educational technology,  along with content – cum – methodology courses in the different school subjects make an inseparable part of the theoretical orientation and pedagogical trust in teacher education. The other component – school experience or exposure to the life at school includes classroom teaching practice for a specified period and participation in the academic and socio cultural life of the school. Adequate preparatory exercise in the form of demonstration lesson, discussion of lesson plans, micro-teaching, simulated teaching, experiments in sciences subjects and reviewing of films and film strips related to  classroom teaching are conducted at the teacher education institution.

It is kept in mind that the theory and practice retain close relationship. The third component – practical work relates to audio – visual activities, preparation of teaching  aids, work experience, games and supports recoding of psychological observations and conducting experiments and organization of co-curricular activities including field trips, tutorial and small group discussion and such other school based, institution – based activities. Successful implementation of this package of activities together with the practicum appended to theoretical courses makes it essential for a teacher educator to be available to the students for wide ranging consultation and guidance, as and when they need it. One of the most vital aspects of teacher education in the  present  time  employment is various modes of curricular transaction. Apart from classroom, the teacher education course must make provision for a variety of participatory learning activities, small group discussions, symposium, library work and written assignment etc.

1.7  Characteristics and Qualities of Secondary Teacher Education Students

Every teacher trainee should possess the following core characteristics. They should be resourceful and should be aware of the existing conditions and practices. They must be able to build healthy relationship with  student and able to  understand this pupil  in front of them. He should possess the skills for effective teaching, skill for interaction with pupils etc. They should have a mind to collect recent information in the field and update his knowledge of their subject and recent changes in technology of teaching. The trainees should always have a psychological approach to their students and  their  problems. They should be punctual, active and hardworking. As we aim at the all-round development of the child, they should also focus on and promote the co-curricular  activities of the students. Prospective science teacher should have the capabilities to identity the talents among pupils. The teacher trainees  should have  alertness, curiosity  and keen observation which are indispensable qualities of a scientist. They should also have logical thinking. They should possess a mind to enrich their knowledge in environmental awareness. They should utilize every opportunity carefully to clarify.

1.8  Mathematics Education

1.8.1  Definition and Significance of Mathematics Education

›  Mathematics is a core subject in our education system both at the primary and secondary levels. In the 1960’s Mathematics education in all most, all countries developed quantitatively by including the teaching of modern Mathematics in school education. This development has become necessary to prepare today’s children to face the challenges of the feature electronic age. Locke Defines Mathematics as