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
This master's thesis explores the flipped classroom model in a Danish upper secondary mathematics class, guided by Self-Determination Theory (SDT), Cognitive Load Theory (CLT), Bloom's Taxonomy, and Vygotsky's Zone of Proximal Development (ZPD). The study investigates the transition from traditional, teacher-centric teaching methods to a more dynamic, student-engaged approach. It examines the ability of flipped classroom to address misconceptions in mathematics education and its potential in steering students away from surface learning. Utilizing a mix of pre- and post-implementation data, including questionnaires and interviews, the research evaluates the impact on student engagement, comprehension, and preparedness for academic challenges. The findings point to the effectiveness of a blended approach that integrates traditional teaching with flipped classroom strategies, suggesting this as a viable path to optimize mathematical qualifications in line with the progressive goals of Danish upper secondary education.
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