Analysing tasks for the Flipped Classroom from the perspective of Realistic Mathematical Education

International audienceThe advent of Flipped Classroom as a framework for organizing the teaching and learning of mathematics has the potential to revitalize the attention to tasks as a vehicle for meaningful learning in tertiary education. Flipped Classroom is based on the idea of student active learning under close guidance of the university teacher. Due to the possibility to engage the students in meaningful discovery of how mathematics can relate to real-life situations during in-class sessions, the tasks are seen to have a central role in a successful implementation of Flipped Classrooms. This paper explores the realistic mathematics education (RME) as a theoretical framework for task design and analysis in the context of in-class flipped engineering mathematics classrooms, and I seek evidence of knowledge construction through analysing students' work on modelling the height of a rider in a double Ferris wheel