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## 201-103-re Calculus 1 Worksheet Limits Answers

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Received: 19 May 2021 / Revised: 22 June 2021 / Accepted: 24 June 2021 / Published: 26 June 2021

(This article is part of the special issue Mathematics Education in Science, Technology, and Engineering: Exploring Research and Scholarship of Student and Staff Experiences)

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This study presents a special mathematics classroom (FC) environment using a unique online platform developed for Arab minority students in Israel. It was examined how studying FC affects conceptual understanding and motivation to learn mathematics among Arab high school students. This study also explored factors that contribute to effective learning in FC environments. The participants were 75 Arab high school students in the 10th and 11th grades who were studying advanced mathematics. Each classroom group was randomly divided into two groups: the FC group and the traditional classroom group (control group). Quantitative questionnaires administered before and after the program were used to measure students’ motivation and conceptual understanding of derivative and holistic topics. In addition, a random sample of students enrolled in FC groups and teachers who taught all groups were surveyed. The study described the positive effects of the FC environment on students’ conceptual understanding, especially for 11th grade students. Most participants appreciated that FC gave less lectures in class. This study contributes to the literature on FC among ethnic minorities and to national and international efforts to close the math achievement gap between ethnic minorities and other domains.

Arab Minority Classroom Learning Mathematics Conceptual Insights Motivation Arab Minority Classroom Learning Mathematics Conceptual Insights Motivation

Math standards, e.g. B. [1, 2], emphasize the importance of mathematics as a core subject in other subjects, especially in science, technology, engineering and mathematics (STEM). Successful STEM education is essentially dependent on strong mathematics instruction. The mathematics education students receive at school equips them with the tools they can use to solve various STEM problems in their future studies and work. [3] 4]. In this context, the authors of [5] describe mathematics as a “gateway to many fields of science and technology”. These standards recommend the use of learning strategies and methods that place the student, rather than the teacher, at the center of the learning process. In the context of learning mathematics, students should be able to independently explore mathematical concepts and concepts to gain a conceptual understanding of mathematics [6, 7]. Conceptual understanding is considered essential for a comprehensive understanding of the fundamental concepts of mathematics [6, 8]. Although this helps students understand why mathematical concepts are important and useful in different contexts [9], ample evidence in the literature suggests that motivation is one of the most important factors in student learning and achievement, especially in mathematics [10]. Although motivation, especially intrinsic motivation, is an important prerequisite and mediator of learning and performance, it is often lacking in many mathematics students [11].

Technology can go a long way in increasing student engagement and participation in STEM education, especially math. One way to use technology in education is through Round Classes (FCs), where teachers use technology outside the classroom to teach students and provide various materials [12]. The advantage of flipping math instruction is that it has the potential to make math more accessible to everyone by using a technology environment that everyone can use. This is especially important for minority students who may not have access to excellent teachers or postsecondary resources. In relation to Israel, the final results of the PISA study reported differences in the performance of Arab and Jewish students in STEM subjects, particularly mathematics [13]. The Arab community in Israel is about 21% of the total population. Due to the low socio-economic status of the majority of the Arab population, they often lack adequate technical infrastructure, have limited access to computers and are therefore characterized by low digital literacy. The COVID-19 pandemic has further widened this gap between Arab-Israeli students and their Jewish peers [14]. Another important advantage of FC in mathematics education is its broad applicability in the classroom [12]. Practice is important in mathematics because it gives students the ability to clearly handle the algorithms, sequences, and procedures that underlie solving more complex problems [15,16].

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Several studies describe the benefits of FC while others discuss its challenges. Further research is needed to examine the impact of this contextual learning and its impact on students’ mathematical conceptual understanding and motivation, especially in high school. Moreover, due to the lack of research on the Arab population, there is insufficient information on the effects of accelerated mathematics instruction on this minority group. The current study aims to investigate the integration of the FC Mathematics Learning Environment (bscool.com) into Arab high school students’ conceptual understanding of mathematics and their motivation to learn advanced mathematics. To draw conclusions about the benefits of integrating an agile learning environment, this study examines the learning progress of a control group in a traditional learning environment. The study compared two age groups of 10- and 11-year-old students studying Advanced Mathematics (5 credits), which is usually chosen by students who excel in mathematics.

We selected students who studied mathematics at the secondary level because achievement at this level has been found to be a strong predictor of future research and employment in STEM subjects [17]. The selected group of students is at an important learning stage, where Israeli students are clearly preparing for the mathematics exam in mathematics from the 10th grade onwards. The following sections provide a literature review of the classroom, along with its benefits and challenges. We then review the literature on mathematical conceptual understanding and motivation to learn mathematics and how this relates to reading in FC environments.

In contrast to the traditional method, where the teaching process takes place within the classroom using traditional face-to-face, the flat classroom provides students with materials and learning materials through technological means. Students learn material outside the classroom, and class time is primarily spent practicing that material [18, 19]. This method has two main components. One is independent learning outside of class, which uses a variety of technological tools such as video lectures, presentations, computer simulations, and online assignments to allow students to study the material independently before attending class. The second component is interactive teaching that takes place in the classroom and mainly focuses on active learning through cooperative exercises and problem solving to achieve meaningful learning [20]. Flipped classroom approach is that the teacher, rather than the teacher, is at the center of the learning process [21, 22]. The process of acquiring knowledge is the responsibility of the student, who has to deal with the content independently before the lesson and comes to the lesson ready to complete the joint learning process.

Flipping the classroom gives students the opportunity to study and learn content at home, allowing the classroom to be used primarily for teacher-teacher interactions and collaborative learning activities [23]. This approach provides students with all the material they need to learn before class. As a result, teachers can spend more time in class practicing and helping students master math

#### Pdf) The Use Of Interactive Visualizations To Foster The Understanding Of Concepts Of Calculus: Design Principles And Empirical Results

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