Development of mathematical concepts on linear functions using a technology-supported platform: With potential for flipped classroom strategy implementation

This paper reports on an intervention in the form of a two-day summer camp which used a technology-supported platform Cornerstone Maths to engage junior secondary students in a dynamic exploration of the mathematical concepts on linear functions. A total of 139 Grade 7 students from five secondary schools in Hong Kong participated in the intervention comprising two components – (i) 15 sessions for the self-directed exploration of four topic-specific mathematical concepts on “Speed”, “Rate”, “Slope”, and “Slopes in Linear Equation”, using the Cornerstone Maths platform and its corresponding workbook; and (ii) six sessions for the individual completion of four topic-specific consolidation worksheets, with mentor-guided group discussions. From the pre-post-tests, the intervention successfully supported the students to make statistically significant growth in understanding all of the four topic-specific mathematical concepts. From the questionnaire survey, the students positively perceived the support from the technology-supported platform and the mentor-guided discussions in their exploration of topic-specific mathematical concepts, particularly for learning the concepts on “Slope” and “Speed”. These positive results imply the potential to implement the intervention as a flipped classroom strategy for mathematical inquiry among junior secondary students – in which students conduct self-paced learning with Cornerstone Maths platform and workbook before class, and then have face-to-face discussions about consolidation worksheet tasks in class. Copyright © 2020 Global Chinese Society for Computers in Education.