Towards the Gamification of Inquiry-Based Flipped Teaching of Mathematics: A Conceptual Analysis and Framework

Petros Lameras; N. Moumoutzis

doi:10.1109/IMCTL.2015.7359616

Towards the Gamification of Inquiry-Based Flipped Teaching of Mathematics: A Conceptual Analysis and Framework

Petros Lameras, N. Moumoutzis

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding

23 Citations (Scopus)

557 Downloads (Pure)

Abstract

The paper presents a conceptual interpretation of amalgamating inquiry-based learning and the flipped classroom model with gamification / game processes as means to strengthen and improve the way Mathematics learning and teaching content, strategies and approaches are enacted in primary, secondary and tertiary education. By introducing a Personal Learning Environment (PLE) where students and teachers can create, (re)use and repurpose their own learning content (e.g. inquirybased games feedback, assessment, micro-blogs), mathematics modules can be accessed, created, remixed, learned and reviewed in-class and out-class through rapid, personalised and meaningful playful feedback. Learning activities and modules at any scale may be coupled with the GamifyMaths framework to offer engaging personalized learning experiences and promote ownership, accomplishment and creativity. Learners and teachers are finally enabled to discern the connection of mathematics with other disciplines highlighting its interdisciplinary application.

Original language	English
Title of host publication	Proceedings of 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL)
Publisher	IEEE
Pages	343-347
ISBN (Print)	978-1-4673-8243-4
DOIs	https://doi.org/10.1109/IMCTL.2015.7359616
Publication status	Published - 2015
Event	15th International Conference on Interactive Mobile Communication Technologies and Learning: Smart Mobile Communication & Artificial Intelligence - Porto Palace Hotel, Thessaloniki, Greece Duration: 9 Nov 2023 → 10 Nov 2023 Conference number: 1211 https://imcl-conference.org/current/ https://www.imcl-conference.org/current/ http://imcl-conference.org/imcl2015/

Conference

Conference	15th International Conference on Interactive Mobile Communication Technologies and Learning
Abbreviated title	IMCL2023
Country/Territory	Greece
City	Thessaloniki
Period	9/11/23 → 10/11/23
Internet address	https://imcl-conference.org/current/ https://www.imcl-conference.org/current/ http://imcl-conference.org/imcl2015/

Bibliographical note

© 2015 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

Keywords

mathematics education
inquiry-based learning
games
gamification

Access to Document

10.1109/IMCTL.2015.7359616

Maths Gamfication IMCL2015

Cite this

Towards the Gamification of Inquiry-Based Flipped Teaching of Mathematics: A Conceptual Analysis and Framework. / Lameras, Petros; Moumoutzis, N.
Proceedings of 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2015. p. 343-347.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding

Lameras, P & Moumoutzis, N 2015, Towards the Gamification of Inquiry-Based Flipped Teaching of Mathematics: A Conceptual Analysis and Framework. in Proceedings of 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, pp. 343-347, 15th International Conference on Interactive Mobile Communication Technologies and Learning, Thessaloniki, Greece, 9/11/23. https://doi.org/10.1109/IMCTL.2015.7359616

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abstract = "The paper presents a conceptual interpretation of amalgamating inquiry-based learning and the flipped classroom model with gamification / game processes as means to strengthen and improve the way Mathematics learning and teaching content, strategies and approaches are enacted in primary, secondary and tertiary education. By introducing a Personal Learning Environment (PLE) where students and teachers can create, (re)use and repurpose their own learning content (e.g. inquirybased games feedback, assessment, micro-blogs), mathematics modules can be accessed, created, remixed, learned and reviewed in-class and out-class through rapid, personalised and meaningful playful feedback. Learning activities and modules at any scale may be coupled with the GamifyMaths framework to offer engaging personalized learning experiences and promote ownership, accomplishment and creativity. Learners and teachers are finally enabled to discern the connection of mathematics with other disciplines highlighting its interdisciplinary application. ",

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AB - The paper presents a conceptual interpretation of amalgamating inquiry-based learning and the flipped classroom model with gamification / game processes as means to strengthen and improve the way Mathematics learning and teaching content, strategies and approaches are enacted in primary, secondary and tertiary education. By introducing a Personal Learning Environment (PLE) where students and teachers can create, (re)use and repurpose their own learning content (e.g. inquirybased games feedback, assessment, micro-blogs), mathematics modules can be accessed, created, remixed, learned and reviewed in-class and out-class through rapid, personalised and meaningful playful feedback. Learning activities and modules at any scale may be coupled with the GamifyMaths framework to offer engaging personalized learning experiences and promote ownership, accomplishment and creativity. Learners and teachers are finally enabled to discern the connection of mathematics with other disciplines highlighting its interdisciplinary application.

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ER -

Towards the Gamification of Inquiry-Based Flipped Teaching of Mathematics: A Conceptual Analysis and Framework

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Keywords

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