PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Examining student attitudes and mathematical knowledge inside the flipped classroom experience
Page: 1367
Flipped classrooms or hybrid online courses are becoming increasingly prevalent at the undergraduate level as institutions seek cost-saving measures while also desiring to implement technological innovations to attract 21st century learners. This study examined undergraduate pre-calculus students’ (N=427) experiences, attitudes and mathematical knowledge in a flipped classroom format compared to students in a traditional lecture format. Our initial results indicate students in the flipped format were more positive about their overall classroom experiences, were more confident in their mathematical abilities, were more willing to collaborate to solve mathematical problems, and achieved slight higher gains in mathematical knowledge. Contrary to prior research, this study indicated that a majority of students in the flipped classroom would take the class again in the same format, but of concern is the gender disparity, indicating that female students are much more likely to resist taking a class in a flipped format.