PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Best practices for the inverted (flipped) classroom
Page: 89
The inverted, or flipped, classroom model is attracting the attention of many researchers, practitioners, and administrators in undergraduate mathematics programs as a way to navigate the tension between coverage and engagement, and to respond to the problem of increased class sizes and decreased budgets. The literature contains many reports on successful implementations, which vary widely in content delivery and student engagement. However, a core set of commonalities shared by these successful implementations forms the nucleus of a list of best practices for flipping a class. I discuss the theoretical underpinnings of the inverted model and the best practices suggested by the literature, and examine as a case study an inverted calculus class that did not follow these emerging best practices.