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ERIC Number: EJ1079708
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1051-1970
Inverting the Transition-to-Proof Classroom
Talbert, Robert
PRIMUS, v25 n8 p614-626 2015
In this paper, we examine the benefits of employing an inverted or "flipped" class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of "sociomathematical norms" and self-regulated learning strategies, are discussed along with ways that the inverted classroom can address these issues. Finally, results from the redesign of a Transition-to-Poof class at the author's university are given and discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A