Expectations and implementations of the flipped classroom model in undergraduate mathematics courses

Abstract

The flipped classroom model is being used more frequently in undergraduate mathematics courses. As with any new teaching model, in-depth investigations of both various implementation styles and how the new model improves student learning are needed. Currently, many practitioners have been sharing their implementations of this model. However, there has not yet been an investigation of the various implementations of the model to discern general trends in this movement. With this research goal in mind, we conducted a study exploring various implementations of the flipped classroom model by interviewing 19 faculty members who experienced using this model at 14 different institutes. Results indicate that participants had similar motivations for implementation; however, subsequent implementations were different. In addition, we share participants' perspectives on (a) student learning of pre-requisite, procedural and conceptual knowledge, and (b) how this particular model promotes such knowledge developments. Finally, we provide suggestions for future implementations and research regarding this particular teaching model.

Keywords:

• flipped classroom
• undergraduate mathematics teaching
• instructional practices
• procedural knowledge
• conceptual knowledge

Subject classification codes:

• 97D10
• 97D30
• 97D40

Disclosure statement

No potential conflict of interest was reported by the authors.