PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Pencasts As Exemplars In Differential Equations
Page: 542
Recent work has shown that there is a lack of coherence from calculus to differential equa- tions (Czocher, Tague, & Baker, 2013). We define lack of coherence as the gap between the knowledge students are expected to gain by the end of the calculus sequence versus how cal- culus knowledge is expected to be used in differential equations (Czocher, Tague, & Baker, 2013). In this report, we describe how we have exploited the flipped classroom model to begin to address some of these issues with coherence. We share our theoretical perspective, how it was enacted, and also a preliminary evaluation of students’ perceptions of the coher- ence of the course and its content.