Exploring Flipped Classroom Instruction in Calculus III

  • Nicholas H. Wasserman
  • Christa Quint
  • Scott A. Norris
  • Thomas Carr
Article

DOI: 10.1007/s10763-015-9704-8

Cite this article as:
Wasserman, N.H., Quint, C., Norris, S.A. et al. Int J of Sci and Math Educ (2017) 15: 545. doi:10.1007/s10763-015-9704-8

Abstract

In an undergraduate Calculus III class, we explore the effect of “flipping” the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional instructional approach, the flipped instructor utilized videos to communicate more procedural course content to students out-of-class, with time in-class spent on more conceptual activities and homework problems. Findings from two semesters indicate similar performance on more procedural problems and small to moderate gains for the flipped students (N = 74) over their traditional counterparts (N = 77) on more conceptual exam problems. However, student perceptions remain mixed, with flipped students reporting increased communication during class but traditional students perceiving more effective use of class time, despite the gains in performance for flipped students.

Keywords

Calculus III Flipped instruction Procedural/conceptual performance Student perceptions 

Supplementary material

10763_2015_9704_MOESM1_ESM.doc (138 kb)
ESM 1(DOC 138 kb)

Copyright information

© Ministry of Science and Technology, Taiwan 2015

Authors and Affiliations

  • Nicholas H. Wasserman
    • 1
  • Christa Quint
    • 2
  • Scott A. Norris
    • 3
  • Thomas Carr
    • 3
  1. 1.Department of Mathematics, Science and Technology, Teachers CollegeColumbia UniversityNew YorkUSA
  2. 2.Urban Assembly Gateway School for TechnologyNew YorkUSA
  3. 3.Department of MathematicsSouthern Methodist UniversityDallasUSA