Flipped Classroom, self-efficacy and motivation: reflections from an experience in mathematics teacher training

Abstract

This text aims to problematize and understand the repercussions of an experience with the Flipped Classroom approach on academic self-efficacy beliefs in the field of mathematics. The research scenario brings together seven undergraduate mathematics students in a Research-Training Seminar. The corpus of analysis includes the training memoranda produced by the participants and discussions carried out by the group during the seminar meetings. The oral and written narratives were analyzed using the Scenic Comprehension method. The study indicates that the experience contributed to the development of positive academic self-efficacy beliefs related to learning mathematics, having repercussions not only throughout the semester in which it was implemented but also in the period immediately following, characterized by remote classes resulting from the COVID pandemic. -19. This work reflects one of the emerging dimensions of a PhD in Education research underway at a public university in southern Brazil.

Flipped Classroom; Self-efficacy; Motivation; Research-Training; Autobiographical narratives