INTEGRATING NOTEBOOKLM IN MATHEMATICS EDUCATION USING THE FLIPPED CLASSROOM APPROACH

Abstract

The flipped classroom model integrates two complementary segments: computer-assisted independent instruction outside the school setting and collaborative learning within the classroom. This process can be examined through three distinct chronological stages: pre-class, in-class, and post-class activities. During the preparatory phase (prior to in-class instruction), students are provided with carefully designed or curated digital learning materials – such as video lectures, podcasts, or presentations – which they explore independently while noting key points or questions. This stage serves as the foundation for direct classroom engagement, where previously acquired information is applied. At the beginning of the lesson, or preceding it, the teacher assesses the students' understanding of the material studied at home. In preparing these instructional materials and conducting formative assessments for mathematics lessons, teachers can utilize various platforms and tools. Within this context, the artificial intelligence tool NotebookLM shows significant potential for developing diverse digital learning materials based on specific content selected by the teacher for student self-mastery. This paper analyzes the potential of this AI tool within the framework of specific mathematical content, offering practical guidelines and examples for educators striving to optimize the flipped classroom model.