Formal methods for division: Evaluating the benefits of pre-teaching mathematics using a ‘flipped classroom’ approach
2017
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.
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