id: 06619333
dt: j
an: 2016e.00369
au: Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya
ti: Just do it: flipped lecture, determinants and debate.
so: Int. J. Math. Educ. Sci. Technol. 47, No. 6, 853-862 (2016).
py: 2016
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: D40 H60
ut: flipped lecture; matrix determinants; argumentation; debate; STEM subjects
ci:
li: doi:10.1080/0020739X.2015.1129075
ab: Summary: This paper describes a case study of two pure mathematicians who
flipped their lecture to teach matrix determinants in two large
mathematics service courses (one at Stage I and the other at Stage II).
The purpose of the study was to transform the passive lecture into an
active learning opportunity and to introduce valuable mathematical
skills, such as debate, argument and disagreement. The students were
told in advance to use the online material to prepare, which had a
short handout on matrix determinants posted, as the lesson would be
interactive and would rely on them having studied this. At the
beginning of the lesson, the two mathematicians worked together to
model the skill of professional disagreement, one arguing for the
cofactor expansion method and the other for the row reduction method.
After voting for their preferred method, the students worked in small
groups on examples to defend their choice. Each group elected a
spokesperson and a political style debate followed as the students
argued the pros and cons of each technique. Although one lecture does
not establish whether the flipped lecture model is preferable for
student instruction, the paper presents a case study for pursuing this
approach and for further research on incorporating this style of
teaching in Science, Technology, Engineering and Mathematics subjects.
rv: