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

Petros Lameras, N. Moumoutzis

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3 Citations (Scopus)
74 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.

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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

Cite this

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