Flipping undergraduate finite mathematics: Findings and implications

Shannon M Guerrero, Melissa Beal, Chris Lamb, Derek L Sonderegger, Drew Baumgartel

Research output: Contribution to journalArticle

8 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)814-832
Number of pages19
JournalPRIMUS
Volume25
Issue number9
DOIs
StatePublished - 2015

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mathematics
Student Learning
Mixed Methods
Division
student
instructor
Interaction
research project
university
interaction
learning
Influence
Observation
Class
Universities
Design

Keywords

  • Flipped classroom
  • Inverted pedagogy
  • Mathematics education
  • Screen-casting
  • Technology

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

Cite this

Flipping undergraduate finite mathematics : Findings and implications. / Guerrero, Shannon M; Beal, Melissa; Lamb, Chris; Sonderegger, Derek L; Baumgartel, Drew.

In: PRIMUS, Vol. 25, No. 9, 2015, p. 814-832.

Research output: Contribution to journalArticle

Guerrero, Shannon M ; Beal, Melissa ; Lamb, Chris ; Sonderegger, Derek L ; Baumgartel, Drew. / Flipping undergraduate finite mathematics : Findings and implications. In: PRIMUS. 2015 ; Vol. 25, No. 9. pp. 814-832.
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