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.
|Title of host publication||Proceedings of 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL)|
|Publication status||Published - 2015|
|Event||2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) - Mediterranean Palace Hotel, Thessaloniki, Greece|
Duration: 19 Nov 2015 → 20 Nov 2015
|Conference||2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL)|
|Period||19/11/15 → 20/11/15|
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- mathematics education
- inquiry-based learning
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) (pp. 343-347). IEEE. https://doi.org/10.1109/IMCTL.2015.7359616