Flipping College Algebra to Increase Student Engagement
San Antonio Texas
With Jennifer Clinkenbeard
The flipped learning environment blends the innovation of online learning with student centered face-to-face instruction. In this session, we present a pilot study comparing a flipped college algebra class with a traditional lecture. The data were gathered in spring and summer of 2014. The model for the flipped class engages the student on three distinct occasions: online modular mini-lectures with embedded questions; a pre-assessment; and an in-person math lab discussion facilitated by the professor. Using a pre- and post-test method, we employ standardized assessments and rubrics in both course models to compare both academic and affective domains. Preliminary findings suggest that the passing rates for students in the flipped model were statistically higher than students in the traditional class (t = 3.701, df = 650, p <.001). In addition to comparing the grades of individual students in each classroom model on each major exam as well as their final course grade, we also consider the change in content mastery as demonstrated by the student via the Mathematics Diagnostic Testing Project; the change in reported mathematical beliefs via the 2012 Programme for International Student Assessment; and the comparison of responses with regard to the class setting.
- Digital Ambassador
Pre-Service I-pad Project 2015 - 2016
- Stephen Chen
- What apps did you use with the i-pad. Describe how you used them.
- How did the use of the i-pad change your teaching behavior?
- What problems (if any) did you face with the ipads and how did your overcome them?
- How did you involve students when using the ipads?
- Other technology, what and how did you use technology to teach math?
- 2015-2016 CSU CRT Update
- 2014-2015 CSU Course Redesign with Technology