Fostering Autonomy and Engagement: The Flipped Classroom in Danish Upper Secondary Mathematics
Translated title
Fostering Autonomy and Engagement
Author
Abouarabi, Yasmin Belal
Term
2. Term (Master)
Publication year
2024
Abstract
Denne kandidatafhandling undersøger brugen af flipped classroom i matematik i det danske gymnasium. I denne model møder eleverne nyt stof hjemme, mens timerne bruges til opgaver, fordybelse og samarbejde. Undersøgelsen er rammesat af fire pædagogiske teorier: Selvbestemmelsesteori (motivation), Kognitiv belastningsteori (håndtering af mental kapacitet), Blooms taksonomi (niveauer af læring) og Vygotskys nærmeste udviklingszone (læring med støtte). Afhandlingen ser på overgangen fra lærercentreret undervisning til mere elevaktiv undervisning og undersøger, om flipped classroom kan afhjælpe misforståelser i matematik og mindske overfladisk læring. Metodisk sammenlignes data før og efter implementering via spørgeskemaer og interviews for at vurdere elevernes engagement, forståelse og forberedelse til faglige udfordringer. Resultaterne peger på, at en kombination af traditionelle greb og flipped classroom-strategier fungerer bedst og kan styrke elevernes matematiske kompetencer i tråd med de udviklingsorienterede mål for dansk gymnasieundervisning.
This master's thesis examines the use of the flipped classroom in a Danish upper secondary mathematics class. In this model, students encounter new material at home, while class time is devoted to practice, deeper work, and collaboration. The study is framed by four educational theories: Self-Determination Theory (motivation), Cognitive Load Theory (managing mental effort), Bloom's Taxonomy (levels of learning), and Vygotsky's Zone of Proximal Development (learning with support). It explores the shift from teacher-centered instruction to more student-active learning and investigates whether a flipped classroom can address misconceptions in mathematics and reduce surface learning. Using pre- and post-implementation questionnaires and interviews, the research evaluates student engagement, understanding, and preparedness for academic challenges. The findings indicate that blending traditional teaching with flipped classroom strategies is effective and offers a viable way to strengthen mathematical qualifications in line with the progressive goals of Danish upper secondary education.
[This summary has been rewritten with the help of AI based on the project's original abstract]
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