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dc.contributor.authorFredriksen, Helge Ingvart
dc.contributor.authorRebenda, Josef
dc.contributor.authorRensaa, Ragnhild Johanne
dc.contributor.authorPettersen, Petter
dc.date.accessioned2024-10-17T06:23:25Z
dc.date.available2024-10-17T06:23:25Z
dc.date.issued2024-07-17
dc.description.abstractFlipped Classroom (FC) approaches, which utilize video distribution via modern internet platforms, have recently gained interest as a pedagogical framework. Inquiry Based Mathematics Education (IBME) has proven to be a valid form of task design to motivate active learning and enhance classroom interactivity. This article presents a practical combination of introductory videos and inquiry-based class activities adoptable in a basic linear algebra course for stimulating students’ exploration of the underlying mathematics. Teachers’ and students’ work addressed in the article was realized in two case studies in engineering programs in Norway and the Czech Republic. The learning objective was to connect different interpretations of the matrix equation Ax = b, which is often perceived as challenging for engineering students. Feedback from classroom sessions, interviews, and questionnaires encourage further research and inspired us as teachers to closely examine the mathematics behind the task design.en_US
dc.identifier.citationFredriksen, Rebenda, Rensaa, Pettersen. Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study. PRIMUS - Problems, Resources, and issues in mathematics undergraduate studies. 2024en_US
dc.identifier.cristinIDFRIDAID 2284766
dc.identifier.doi10.1080/10511970.2024.2375712
dc.identifier.issn1051-1970
dc.identifier.issn1935-4053
dc.identifier.urihttps://hdl.handle.net/10037/35265
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalPRIMUS - Problems, Resources, and issues in mathematics undergraduate studies
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)en_US
dc.titleInquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Studyen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)