Developmental Math, Flipped and Self-Paced

Abstract

This article describes a developmental math course design that uses flipped instruction and self-paced learning. The design was created and taught at Metropolitan State University, where most students are returning adult students with little preparation in mathematics. The author argues that this design suits the students well: the learning outcome is better than traditional classes and student satisfaction is high. This article contains three parts: a description of the procedures of the course, learning outcomes with comparison to traditional classes, and analysis and outlooks for future development.

Keywords:

• Developmental mathematics
• flipped instruction
• self-paced learning
• differentiated teaching

ACKNOWLEDGMENTS

The author thanks the Mathematics Department of Metropolitan State University for supporting his exploration and experimentation on instructional designs of developmental mathematics over the years. The author also thanks Dr. G. Viglino of Ramapo College of New Jersey for being a mentor and for his many visionary ideas of teaching developmental mathematics.

Notes

¹ MyMathLab is a product of Pearson Education Services.

Additional information

Notes on contributors

Pangyen Weng

A native Taiwanese, Pangyen “Ben” Weng came to the United States at the turn of the 21st century, earned his Ph.D. from University of Minnesota, and fell in love with the land of 10,000 lakes. Since joining Metropolitan State University in Saint Paul, Minnesota, Ben has focused mainly on improving its developmental mathematics program. His motto is anyone can learn math.