id: 06619311
dt: j
an: 2016e.00420
au: Petrillo, Joseph
ti: On flipping first-semester calculus: a case study.
so: Int. J. Math. Educ. Sci. Technol. 47, No. 4, 573-582 (2016).
py: 2016
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: D45 U85 U55 I15
ut: flipped classrom; calculus; active learning; failure rates; video; WeBWorK
ci:
li: doi:10.1080/0020739X.2015.1106014
ab: Summary: High failure rates in calculus have plagued students, teachers,
and administrators for decades, while science, technology, engineering,
and mathematics programmes continue to suffer from low enrollments and
high attrition. In an effort to affect this reality, some educators are
‘flipping’ (or inverting) their classrooms. By flipping, we mean
administering course content outside of the classroom and replacing the
traditional in-class lectures with discussion, practice, group work,
and other elements of active learning. This paper presents the major
results from a three-year study of a flipped, first-semester calculus
course at a small, comprehensive, American university with a well-known
engineering programme. The data we have collected help quantify the
positive and substantial effects of our flipped calculus course on
failure rates, scores on the common final exam, student opinion of
calculus, teacher impact on measurable outcomes, and success in
second-semester calculus. While flipping may not be suitable for every
teacher, every student, and in every situation, this report provides
some evidence that it may be a viable option for those seeking an
alternative to the traditional lecture model.
rv: