PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
A mathematician’s experience flipping a large-lecture calculus course
Page: 544
There is a growing body of literature that suggests students do better in classes that implement active-learning strategies (e.g., group work, problem solving). Flipping classroom instruction is becoming a popular innovation to support active learning in the classroom. This preliminary report highlights one instructor’s experiences when implementing ambitious teaching practices in a flipped large lecture Calculus I course. Data collection consists of email correspondence, open-ended interviews, and weekly questionnaires. Particular attention will be made to address how the instructors’ professional identity impacted instruction throughout the term.