NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1079690
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1051-1970
Flipping Freshman Mathematics
Zack, Laurie; Fuselier, Jenny; Graham-Squire, Adam; Lamb, Ron; O'Hara, Karen
PRIMUS, v25 n9-10 p803-813 2015
Our study compared a flipped class with a standard lecture class in four introductory courses: finite mathematics, precalculus, business calculus, and calculus 1. The flipped sections watched video lectures outside of class and spent time in class actively working on problems. The traditional sections had lectures in class and did homework outside of class. No statistical difference was found in test scores of the students, though qualitative data indicated potential problems with implementing the flipped pedagogy. Specifically, many students had negative opinions of the flipped model, and attitudes toward math in general tended to decline, comparatively, for students in the flipped class.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A