Flipping Undergraduate Finite Mathematics: Findings and Implications

Autor/inn/en	Guerrero, Shannon; Beal, Melissa; Lamb, Chris; Sonderegger, Derek; Baumgartel, Drew
Titel	Flipping Undergraduate Finite Mathematics: Findings and Implications
Quelle	In: PRIMUS, 25 (2015) 9-10, S.814-832 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1046003
Schlagwörter	College Mathematics; Mathematics Instruction; Blended Learning; Educational Technology; Technology Uses in Education; Video Technology; Homework; Algebra; Teaching Methods; Mathematics Tests; Control Groups; Experimental Groups; Comparative Analysis; Lecture Method; Undergraduate Study; Instructional Effectiveness; Mixed Methods Research; Conventional Instruction; Observation; Interviews; Surveys; Pretests Posttests + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Unterrichtserfolg; Beobachtung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	This paper reports on a research project that investigated the effects of a flipped instructional approach on student attitudes and achievement in a lower division university-level Finite Mathematics course. The project employed a mixed-methods design that included content exams, an attitude survey, open-ended student responses, observations, and instructor insights. Findings indicate that "flipping" allows instructors to repurpose class time for more student-centered interaction and problem solving, has positive effects on student attitudes toward mathematics, but has no significant impact on student learning over a more traditional approach. Discussion of implications focuses on factors that may influence the effectiveness of a flipped methodological approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01