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Direct linkTalbert, Robert – PRIMUS, 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…
Descriptors: College Mathematics, Mathematics Instruction, Blended Learning, Educational Technology
