Flipped Calculus: A Study of Student Performance and Perceptions

Autor/inn/en	Ziegelmeier, Lori B.; Topaz, Chad M.
Titel	Flipped Calculus: A Study of Student Performance and Perceptions
Quelle	In: PRIMUS, 25 (2015) 9-10, S.847-860 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1031305
Schlagwörter	College Mathematics; Mathematics Instruction; Blended Learning; Educational Technology; Technology Uses in Education; Video Technology; Homework; Teaching Methods; Student Surveys; Mathematics Tests; Control Groups; Experimental Groups; Comparative Analysis; Lecture Method; Calculus; Conventional Instruction; Mathematics Achievement; Scores; Study Habits; Interviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Study behavior; Study behaviour; Studienverhalten; Interviewing; Interviewtechnik
Abstract	Flipping the classroom refers to moving lectures outside of the classroom to incorporate other activities into a class during its standard meeting time. This pedagogical modality has recently gained traction as a way to center the learning on students in mathematics classrooms. In an effort to better understand the efficacy of this approach, we implemented a controlled study at a small liberal arts college. We compared two sections of the entry-level course applied multivariable calculus I, with one section taught in a traditional lecture-based format and the other taught as a flipped classroom. During our study, we collected and analyzed data related to student performance, as well as perceptions of the approach and attitude toward mathematics in general. Students in both classes scored similarly on graded components of the course, and the majority of students were comfortable with the format of each section. However, some student perceptions and study habits differed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01