PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Designing a richer flipped classroom calculus experience
Page: 1685
The study presented here is an illustrative example of an action based research project, which was focused on broadening student partition in the flipped classroom experience in order to address issues of equity and social justice in the calculus curriculum. While flipped classrooms have gained recent notoriety within the literature, they rarely incorporate or addresses other critical perspectives. Our study highlights how using design principles such as realistic mathematics education (RME) and culturally responsive pedagogy can effectively target the hidden curriculum and shape the norms and classroom discourse features (Sfard, 2008).