View in EDS HTML Full Text PDF Full Text

Flipping the precalculus classroom.

Saved in:
Bibliographic Details
Title: Flipping the precalculus classroom.
Authors: Collins, Benjamin V. C.1 collinbe@uwplatt.edu
Source: International Journal of Mathematical Education in Science & Technology. Jul2019, Vol. 50 Issue 5, p728-746. 19p.
Subject Terms: *Classroom activities, *Classroom design & construction, *Teaching, Precalculus, Undergraduate education
Abstract: The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This paper reports on a study using a flipped classroom design, combined with interleaved practice, in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final exam compared to a similarly sized random sample of students from non-flipped sections of the same course. This evaluation was done by a single-blind student research assistant, to reduce researcher bias. I also tracked students success in the calculus sequence. Since grades in subsequent courses were determined by other instructors, they should also be free of researcher bias. I found the students in the flipped sections performed better on the final, with the difference being statistically significant. I found that the percentage of students completing subsequent calculus courses with a or better was not significantly different between the students coming from the flipped and the non-flipped sections of precalculus. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 137166029
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Flipping the precalculus classroom.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Collins%2C+Benjamin+V%2E+C%2E%22">Collins, Benjamin V. C.</searchLink><relatesTo>1</relatesTo><i> collinbe@uwplatt.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Mathematical+Education+in+Science+%26+Technology%22">International Journal of Mathematical Education in Science & Technology</searchLink>. Jul2019, Vol. 50 Issue 5, p728-746. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+design+%26+construction%22">Classroom design & construction</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Precalculus%22">Precalculus</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This paper reports on a study using a flipped classroom design, combined with interleaved practice, in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final exam compared to a similarly sized random sample of students from non-flipped sections of the same course. This evaluation was done by a single-blind student research assistant, to reduce researcher bias. I also tracked students success in the calculus sequence. Since grades in subsequent courses were determined by other instructors, they should also be free of researcher bias. I found the students in the flipped sections performed better on the final, with the difference being statistically significant. I found that the percentage of students completing subsequent calculus courses with a or better was not significantly different between the students coming from the flipped and the non-flipped sections of precalculus. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=137166029
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0020739X.2018.1535098
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 728
    Subjects:
      – SubjectFull: Classroom activities
        Type: general
      – SubjectFull: Classroom design & construction
        Type: general
      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Precalculus
        Type: general
      – SubjectFull: Undergraduate education
        Type: general
    Titles:
      – TitleFull: Flipping the precalculus classroom.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Collins, Benjamin V. C.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2019
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 0020739X
          Numbering:
            – Type: volume
              Value: 50
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: International Journal of Mathematical Education in Science & Technology
              Type: main
ResultId 1