TECHNOLOGY-ENHANCED MATHEMATICAL MODELING IN FLIPPED LEARNING ENVIRONMENTS: CHALLENGES FOR PRE-SERVICE TEACHERS

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dc.contributor.authorGok, Mustafa
dc.contributor.authorTastepe, Mehtap
dc.contributor.authorSarimurat, Ahmet Ala
dc.date.accessioned2026-04-25T14:20:26Z
dc.date.available2026-04-25T14:20:26Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractDue to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online, technology-enhanced learning environment, offering a unique opportunity to examine how pre-service middle school mathematics teachers engage with mathematical modeling tasks within a flipped learning framework. Adopting a phenomenological approach, the research involves 51 pre-service middle school mathematics teachers enrolled in a mathematical modeling course in mathematics education. Data were collected through assignments, videos, reports from the Academic Learning Management System, GeoGebra records, and semi-structured interviews. The data obtained from the Academic Learning Management System and GeoGebra were analyzed via descriptive analysis, whereas the semi-structured interviews were examined via content analysis. Pre-service middle school mathematics teachers experienced difficulties in modeling competencies, particularly in applying subject matter knowledge effectively and integrating technology into the modeling process. Technology-enhanced learning environments emerged as a critical support mechanism for fostering the use of content knowledge and promoting mathematical modeling as a problem-solving approach. Structured guidance and the integration of interactive digital tools within flipped learning environments proved to be effective in addressing the challenges encountered during the modeling tasks.
dc.identifier.doi10.33225/pec/25.83.342
dc.identifier.endpage365
dc.identifier.issn1822-7864
dc.identifier.issn2538-7111
dc.identifier.issue3
dc.identifier.orcid0000-0002-4535-3606
dc.identifier.orcid0000-0001-9349-4078
dc.identifier.scopusqualityN/A
dc.identifier.startpage342
dc.identifier.urihttps://doi.org/10.33225/pec/25.83.342
dc.identifier.urihttps://hdl.handle.net/11486/8567
dc.identifier.volume83
dc.identifier.wosWOS:001526843300002
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherScientia Socialis
dc.relation.ispartofProblems of Education in The 21st Century
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260420
dc.subjectflipped learning
dc.subjectmathematical modeling
dc.subjectonline learning
dc.subjectpre-service mathematics teachers
dc.titleTECHNOLOGY-ENHANCED MATHEMATICAL MODELING IN FLIPPED LEARNING ENVIRONMENTS: CHALLENGES FOR PRE-SERVICE TEACHERS
dc.typeArticle

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