Flipped Active Learning in Your Mathematics Classroom Without Videos

Abstract

We explored the effectiveness of a flipped active learning pedagogy in a liberal arts mathematics course without video or interactive preparation. In both control and active learning classes, students were required to respond to a reading before class and take a quiz after class. During the active learning class, students worked together in groups on problems instead of listening to a lecture. This modest change in the in-class course structure showed that students were more willing to work with peers and ask questions of the instructor. Sources examined include common grade items as well as pre- and post-course attitude surveys.

Keywords:

• Flipped classroom
• flipped learning
• active learning
• reading-based

Additional information

Notes on contributors

Brian Patterson

Dr. Brian Patterson is an associate professor of computer science and mathematics at Oglethorpe University. Dr. Patterson holds an MS and Ph.D. in computer science from Iowa State University. His research focus in teaching and learning is in the application of principles of computer science to the liberal arts as well as effective use of flipped classroom models. He also has conducted research in the areas of machine learning and real-valued computation.

C. Rett McBride

C. Rett McBride is an instructor of mathematics at Oglethorpe University and a Ph.D. student in mathematics education at the University of Georgia. Mr. McBride holds a MS in statistics from the Georgia Institute of Technology (2009). His research interests include secondary mathematics education for visually impaired learners in mainstream mathematics classrooms; technology in the secondary and collegiate mathematics classroom; and flipped and hybrid classroom models.

J. Lynn Gieger

Dr. Lynn Gieger is a professor of mathematics at Oglethorpe University. Her current research focus in teaching and learning is in the effective use of flipped classroom models in introductory mathematics classes. She is also currently on a NSF-funded project (“Engaging Mathematics”) which is developing application-driven course materials for introductory mathematics courses.