Utilizing Explanatory Videos in the Flipped Mathematical Modelling Classrooms

Cevikbas, Mustafa

Abstract

Modelling plays a central role in various curricula, enhancing students’ real-world problem-solving skills in mathematics education. Innovative methods, such as the flipped classroom approach, effectively boost modelling competencies, aligning with curriculum requirements. Explanatory videos, integral to the flipped classroom, enable self-paced learning in non-traditional settings. This study explores pre-service teachers’ perspectives on using explanatory videos in flipped modelling classrooms to teach modelling. It also analyses the attributes of modelling-focused videos using a self-developed framework. The results highlight pre-service teachers’ recognition of the value of videos and the effectiveness of flipped instruction in mathematical modelling. Additionally, their proficiency in creating high-quality videos indicates their adeptness in this educational context.