Inverting an Introductory Statistics Classroom

Abstract

The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted classroom successful in an Introductory Statistics class: how to motivate students to prepare for each class, how to move the teaching of technology out of the classroom, how to balance student classwork, and how to create a mindset for learning.

Keywords:

• Inverted classroom
• inquiry-based learning
• problem solving
• statistics

Additional information

Notes on contributors

Gertrud L. Kraut

Gertrud L. Kraut is a Professor of Mathematics at Southern Virginia University, a liberal arts college in Virginia’s Shenandoah Valley. She enjoys teaching undergraduate mathematics and statistics courses. Her training is in Numerical Analysis; her current interests are in cognitive psychology and the methods of learning and teaching mathematics.