Flipped and traditional mathematics classrooms: measuring success through perceptions and performance

Abstract: In recent years, classroom flipping has gained prominence as the method offers potential for the effective use of technology in supporting student learning and improving the classroom experience. At its heart, a flipped classroom exchanges the roles of lecture and homework by placing the presentation of new material outside the classroom (e.g., through online videos) and devoting in-class time to active learning activities. In spite of its popularity, few empirical studies provide evidence of the effectiveness of this teaching method – especially at the college level and particularly for mathematics courses. In this talk we will present the results of a study we conducted exploring the effects of this model in undergraduate business calculus classrooms. Our results are based on data from student perceptions of the flipped classrooms, as well as performance data from flipped and traditionally-taught sections. In addition, we will share details of our implementation of this teaching method and the lessons we have learned.