Sixteenth International Conference on Technology, Knowledge & Society

Abstract

In the flipped class system, instruction is transferred to the individual’s space rather than taking place in the traditional group facing a teacher. The basic instillment of knowledge occurs outside of the classroom, usually via videos. The materials are available to the students wherever and whenever they wish to study. The flipped instruction model acts as a bridge to an environment in which the pupil is in the center, thus enabling deep learning. The pupils can consult simultaneously with their classmates and their teacher, stop the video whenever they want, review parts that they did not understand and progress at their own pace In effect, we are speaking of the shifting of the focus of instruction from the teacher to the pupil. Technological, information, and multimedia developments, as well as changes in society, have provided a computerized teaching environment with the computer serving as an ideal platform for the design of constructivist learning environments suitable to the flipped classroom model. In this paper, we propose a model for the assimilation of information technologies for the development of mathematical thinking in the flipped class system. The model was created following a number of further education courses for math teachers, and after viewing classes conducted in the flipped class system. The model defines the components necessary for the assimilation of information technologies for the development of mathematical thinking in the flipped class system in Israeli high schools.