Abstract: 

The way we learn mathematics is diverse. It is shaped by culture, gender, socio-economic background, among many other factors. Teaching effectively within this context is an age-old challenge, and in the modern classroom it is further complicated by the rise of AI and questions surrounding the authenticity of learning.

Our approach has been to develop a method of teaching that accounts for this diversity through a flipped classroom model. In contrast to the traditional “scalar” approach of teaching to an average, this is a “vector-valued” model in which students are given the agency to set a target grade and work at their own pace and in their own style to master it.

Formative feedback—much like the process of developing a thesis—is central to this approach, while authenticity of learning is achieved through visibility and meaningful interaction. This framework views mathematical knowledge as co-constructed, with the teacher acting as a collaborator.

Our model is scalable and has been effectively implemented in classes exceeding 500 students, as well as across multiple cultural contexts through transnational education exchanges.