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Assessing the effects of a flipped c...

Renfro, Allen.

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Assessing the effects of a flipped classroom approach on student achievement, mathematical thinking, attitudes, and teacher perceptions in an undergraduate calculus class using a participatory action research approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing the effects of a flipped classroom approach on student achievement, mathematical thinking, attitudes, and teacher perceptions in an undergraduate calculus class using a participatory action research approach./
Author:	Renfro, Allen.
Description:	615 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3733912
ISBN:	9781339223308

Assessing the effects of a flipped classroom approach on student achievement, mathematical thinking, attitudes, and teacher perceptions in an undergraduate calculus class using a participatory action research approach.
Renfro, Allen.

Assessing the effects of a flipped classroom approach on student achievement, mathematical thinking, attitudes, and teacher perceptions in an undergraduate calculus class using a participatory action research approach. - 615 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2014.

The flipped classroom pedagogical approach has been a hot buzzword in education for some time now. Much of the early research that has been done on the subject to date focuses on student and teacher attitudes toward the approach itself and often relies on anecdotal evidence. At the same time, it is generally agreed that student-centered learning is preferable to teacher-centered learning in the study of mathematics. This mixed methods study explored the effect of implementation of a flipped classroom approach in a college calculus class that utilized constructivist teaching pedagogies and social learning theory to promote positive student attitudes toward mathematics, student self-efficacy, and student acquisition of a conceptual understanding of differential calculus. The study also looked at how the experiences of implementing this approach as part of a dissertation project affected the researcher. Using multiple sources of quantitative and qualitative data, the researcher found that while most students benefited from and found great value in both the flipped-classroom approach and the overall pedagogies used in the class, this was not true of all students. Reading the proofs of the theorems of calculus and working collaboratively to solve abstract and often novel problems resulted in most of the students demonstrating a stronger conceptual understanding of calculus than their peers in other classes. Simultaneously, however, a substantial minority of the class reported being overwhelmed and expressed strong preferences for direct instruction and teacher-centered learning approaches. Finally, the study had a profound impact on the researcher's educational philosophy concerning the interrelationship among teaching, learning, and the role of social and psychological factors in lesson design and instruction.

ISBN: 9781339223308Subjects--Topical Terms:

641129
Mathematics education.

Assessing the effects of a flipped classroom approach on student achievement, mathematical thinking, attitudes, and teacher perceptions in an undergraduate calculus class using a participatory action research approach.
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520 $a The flipped classroom pedagogical approach has been a hot buzzword in education for some time now. Much of the early research that has been done on the subject to date focuses on student and teacher attitudes toward the approach itself and often relies on anecdotal evidence. At the same time, it is generally agreed that student-centered learning is preferable to teacher-centered learning in the study of mathematics. This mixed methods study explored the effect of implementation of a flipped classroom approach in a college calculus class that utilized constructivist teaching pedagogies and social learning theory to promote positive student attitudes toward mathematics, student self-efficacy, and student acquisition of a conceptual understanding of differential calculus. The study also looked at how the experiences of implementing this approach as part of a dissertation project affected the researcher. Using multiple sources of quantitative and qualitative data, the researcher found that while most students benefited from and found great value in both the flipped-classroom approach and the overall pedagogies used in the class, this was not true of all students. Reading the proofs of the theorems of calculus and working collaboratively to solve abstract and often novel problems resulted in most of the students demonstrating a stronger conceptual understanding of calculus than their peers in other classes. Simultaneously, however, a substantial minority of the class reported being overwhelmed and expressed strong preferences for direct instruction and teacher-centered learning approaches. Finally, the study had a profound impact on the researcher's educational philosophy concerning the interrelationship among teaching, learning, and the role of social and psychological factors in lesson design and instruction.
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