Flip or Flop? Students' Perspectives of a Flipped Lecture in Mathematics

Autor/inn/en	Novak, Julia; Kensington-Miller, Barbara; Evans, Tanya
Titel	Flip or Flop? Students' Perspectives of a Flipped Lecture in Mathematics
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 5, S.647-658 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2016.1267810
Schlagwörter	Undergraduate Study; College Mathematics; Mathematics Instruction; Computation; Persuasive Discourse; Lecture Method; Group Discussion; Surveys; Focus Groups; Homework; Creative Teaching; Teaching Methods; STEM Education; Learner Engagement; Video Technology; Student Surveys; Instructional Effectiveness; Blended Learning; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Grundstudium; Mathematics lessons; Mathematikunterricht; Persuasion; Persuasive Kommunikation; Gruppendiskussion; Survey; Umfrage; Befragung; Hausaufgabe; Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Schülerbefragung; Unterrichtserfolg; Ausland; Neuseeland
Abstract	This paper describes students' perspectives of a one-off flipped lecture in a large undergraduate mathematics service course. The focus was on calculating matrix determinants and was designed specifically to introduce debate and argumentation into a mathematics lecture. The intention was to promote a deeper learning and understanding through engagement with the added hope of instilling some passion for the subject. During the lecture, students were asked to vote with their feet, literally moving around the lecture theatre to form groups according to their shared favourite technique for calculating matrix determinants. Group discussions were then followed by a whole class debate facilitated by the lecturers, before they wrapped up the lecture by resolving the professional disagreements that had come to light during the debate. Following the lecture, data on student perspectives was gathered using both surveys and focus groups. Within this paper, we share the data and reveal the interesting results that emerged from our analysis. Despite remaining unconvinced as to whether flipped lectures are better for learning, students reported greater engagement and increased understanding of the material covered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01