TECHNOLOGY-ENHANCED MATHEMATICAL MODELING IN FLIPPED LEARNING ENVIRONMENTS: CHALLENGES FOR PRE-SERVICE TEACHERS

Due to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online, technology-enhanced learning environment, offering a unique opportunity to examine how pre-service middle school mathematics teachers engage with math...

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Published inPROBLEMS OF EDUCATION IN THE 21ST CENTURY Vol. 83; no. 3; pp. 342 - 365
Main Authors Gök, Mustafa, Taştepe, Mehtap, Sarımurat, Ahmet Ala
Format Journal Article
LanguageEnglish
Published Šiauliai Scientia Socialis Ltd 01.01.2025
Subjects
Educational Environment
Flipped classroom
Influence of Technology
Interviews
Learning management systems
Management Systems
Mathematical Models
Mathematics education
Mathematics teachers
Middle School Mathematics
Middle schools
Semi Structured Interviews
Structured Interviews
Online AccessGet full text
ISSN1822-7864
2538-7111
DOI10.33225/pec/25.83.342

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Abstract Due to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online, technology-enhanced learning environment, offering a unique opportunity to examine how pre-service middle school mathematics teachers engage with mathematical modeling tasks within a flipped learning framework. Adopting a phenomenological approach, the research involves 51 pre-service middle school mathematics teachers enrolled in a mathematical modeling course in mathematics education. Data were collected through assignments, videos, reports from the Academic Learning Management System, GeoGebra records, and semi-structured interviews. The data obtained from the Academic Learning Management System and GeoGebra were analyzed via descriptive analysis, whereas the semi-structured interviews were examined via content analysis. Pre-service middle school mathematics teachers experienced difficulties in modeling competencies, particularly in applying subject matter knowledge effectively and integrating technology into the modeling process. Technology-enhanced learning environments emerged as a critical support mechanism for fostering the use of content knowledge and promoting mathematical modeling as a problem-solving approach. Structured guidance and the integration of interactive digital tools within flipped learning environments proved to be effective in addressing the challenges encountered during the modeling tasks. Keywords: flipped learning, mathematical modeling, online learning, pre-service mathematics teachers
AbstractList Due to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online, technology-enhanced learning environment, offering a unique opportunity to examine how pre-service middle school mathematics teachers engage with mathematical modeling tasks within a flipped learning framework. Adopting a phenomenological approach, the research involves 51 pre-service middle school mathematics teachers enrolled in a mathematical modeling course in mathematics education. Data were collected through assignments, videos, reports from the Academic Learning Management System, GeoGebra records, and semi-structured interviews. The data obtained from the Academic Learning Management System and GeoGebra were analyzed via descriptive analysis, whereas the semi-structured interviews were examined via content analysis. Pre-service middle school mathematics teachers experienced difficulties in modeling competencies, particularly in applying subject matter knowledge effectively and integrating technology into the modeling process. Technology-enhanced learning environments emerged as a critical support mechanism for fostering the use of content knowledge and promoting mathematical modeling as a problem-solving approach. Structured guidance and the integration of interactive digital tools within flipped learning environments proved to be effective in addressing the challenges encountered during the modeling tasks.
Due to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online, technology-enhanced learning environment, offering a unique opportunity to examine how pre-service middle school mathematics teachers engage with mathematical modeling tasks within a flipped learning framework. Adopting a phenomenological approach, the research involves 51 pre-service middle school mathematics teachers enrolled in a mathematical modeling course in mathematics education. Data were collected through assignments, videos, reports from the Academic Learning Management System, GeoGebra records, and semi-structured interviews. The data obtained from the Academic Learning Management System and GeoGebra were analyzed via descriptive analysis, whereas the semi-structured interviews were examined via content analysis. Pre-service middle school mathematics teachers experienced difficulties in modeling competencies, particularly in applying subject matter knowledge effectively and integrating technology into the modeling process. Technology-enhanced learning environments emerged as a critical support mechanism for fostering the use of content knowledge and promoting mathematical modeling as a problem-solving approach. Structured guidance and the integration of interactive digital tools within flipped learning environments proved to be effective in addressing the challenges encountered during the modeling tasks. Keywords: flipped learning, mathematical modeling, online learning, pre-service mathematics teachers
Author Sarımurat, Ahmet Ala
Gök, Mustafa
Taştepe, Mehtap
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Snippet Due to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online,...
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SubjectTerms Educational Environment
Flipped classroom
Influence of Technology
Interviews
Learning management systems
Management Systems
Mathematical Models
Mathematics education
Mathematics teachers
Middle School Mathematics
Middle schools
Semi Structured Interviews
Structured Interviews
Title TECHNOLOGY-ENHANCED MATHEMATICAL MODELING IN FLIPPED LEARNING ENVIRONMENTS: CHALLENGES FOR PRE-SERVICE TEACHERS
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