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Abstract
Introductory and remedial courses in college mathematics often serve as a gateway to student success. However, these university courses have seen little innovation despite historically low success rates. We sought to address deficits of the traditional lecture model and enhance student learning in an introductory college algebra course through the implementation of a flipped classroom. In this paper, we fully describe the course design, and discuss the interplay between online and in-class activities. We then present data regarding student self-efficacy and success rates in subsequent quantitative courses from our work across five semesters of implementing and researching the course.
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Notes on contributors
Paul Krouss
Paul Krouss is a senior instructor at Washington State University Vancouver (WSUV). Paul received his Ph.D. in mathematics from Oregon State University in 1999 and, prior to coming to WSUV, was a senior research and development engineer with Hewlett Packard Company. He has been teaching undergraduate courses full-time since 2010 and flipped his first class in 2014. Paul is focused on classroom innovations to enhance student learning as well as supports outside of the classroom to promote student success.
Kristin Lesseig
Kristin Lesseig is an associate professor of mathematics education at Washington State University Vancouver. She earned her Ph.D. at Oregon State University in 2011. Kristin teaches content and methods courses for prospective elementary and secondary mathematics teachers as well as doctoral level courses in mathematics and science education. Kristin’s research focuses on mathematical knowledge for teaching proof and the design of professional learning experiences to support teachers’ efforts to promote reasoning in mathematics classrooms