Flipping a Calculus Class: One Instructor’s Experience

Abstract

This paper describes one instructor’s experiences during a year of flipping four calculus classes. The first exploration attempts to understand student expectations of a math class and their preference towards a flipped classroom. The second examines success of students from a flipped classroom, and the last investigates relationships with student success and learning style and between personality and classroom style preference. The intent of the paper is to share experiences and provide advice for those who are considering flipping.

Keywords:

• Flipped classroom
• inverted classroom
• calculus

Additional information

Notes on contributors

Katrina Palmer

Katrina Palmer began at Roanoke College majoring in Mathematics with secondary teacher certification. Before going to Emory for her Ph.D., she taught high school, middle school, and college while she completed her Masters degree at Appalachian State University. She completed her Ph.D. in 2004, and is currently an Associate Professor of Mathematics at Appalachian State University. Her mathematics interests lie in numerical linear algebra applied to astronomical and medical imaging.