An Experiment in "Flipped" Teaching in Freshman Calculus

Autor/inn/en	Anderson, Laura; Brennan, Joseph Phillip
Titel	An Experiment in "Flipped" Teaching in Freshman Calculus
Quelle	In: PRIMUS, 25 (2015) 9-10, S.861-875 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1059916
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; College Freshmen; Statistical Analysis; Student Attitudes; College Faculty; Teacher Attitudes; Learner Engagement; Questionnaires; New York + 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; Studienanfänger; Statistische Analyse; Schülerverhalten; Fakultät; Lehrerverhalten; Fragebogen
Abstract	At Binghamton, Calculus 1 is taught to over 1000 students each fall in sections of about 30-40 students, with graduate student instructors teaching most sections. Despite having small classrooms instead of lecture halls, the satisfaction and performance of students has historically been poor. We had hoped to improve student success by changing how we teach and not by lowering our standards. In the fall of 2013, the Binghamton University Department of Mathematical Sciences undertook an experiment in flipped teaching with Calculus 1 in which we compared a flipped model to our traditional lecture model. Overall, our quantitative analysis found moderate benefits to flipping over traditional methods for all groups studied. Informally, while student opinion varied, instructors largely were quite positive, finding that their students were more engaged and that instructors were able to give students more individualized attention. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01