Formal methods for division: Evaluating the benefits of pre-teaching mathematics using a ‘flipped classroom’ approach

Earle, Lorna and Rickard, Caroline (2017) Formal methods for division: Evaluating the benefits of pre-teaching mathematics using a ‘flipped classroom’ approach. BSRLM Proceedings online, 37 (2).

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Abstract

This paper briefly outlines our research into supporting trainee teachers in
their quest to understand formal methods for division, often considered a
tricky topic to understand deeply and to teach effectively. Literature
suggested that providing pre-teaching, using a ‘flipped classroom’
approach, might be beneficial and initial findings from our research
suggest this to be the case.

Item Type: Article
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Departments > Education
Depositing User: Caroline Rickard
Date Deposited: 12 Oct 2017 10:57
Last Modified: 02 Jul 2018 15:24
URI: http://eprints.chi.ac.uk/id/eprint/3021

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