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ERIC Number: EJ1030767
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1051-1970
Inverting the Linear Algebra Classroom
Talbert, Robert
PRIMUS, v24 n5 p361-374 2014
The inverted classroom is a course design model in which students' initial contact with new information takes place outside of class meetings, and students spend class time on high-level sense-making activities. The inverted classroom model is so called because it inverts or "flips" the usual classroom design where typically class time is spent on information transfer (usually through lecturing) while most higher-order tasks are done outside the classroom through homework. The inverted classroom model is particularly well-suited for linear algebra, which mixes relatively straightforward mechanical calculation skills with deep and broad conceptual knowledge. In this paper, we discuss how the inverted classroom design can be applied to linear algebra in three modes: as a one-time class design to teach a single topic, as a way to design a recurring series of workshops, and as a way of designing an entire linear algebra course.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A