Inverting the Linear Algebra Classroom

Talbert, Robert

doi:10.1080/10511970.2014.883457

Cited by 127 publications

(81 citation statements)

References 5 publications

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“…The goal of the flipped classroom, according to the FLN (2014), is to enact flipped learning -which it defines as a "pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter." According to the FLN and other advocates (Moore, Gillett, & Steele, 2014;Talbert, 2014), therefore, the underlying goal of flipped classrooms extends beyond simply altering the sequence and setting of instructional activities. In particular, flipped classrooms are viewed as tools to better engage learners.…”

Section: Review Of Related Researchmentioning

confidence: 99%

Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Hodgson¹,

Cunningham²,

McGee³

et al. 2017

International Journal of Education in Mathematics, Science and Technology

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There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom research by assessing behavioral engagement in flipped and non-flipped settings using observational instruments in three precollege settings. Contrary to widely-reported results, this study found an increase in engagement in only one of the three observed settings. Analyses of the classroom contexts and teachers' actions in the three settings suggests that student engagement is not solely a function of instructional strategy (flipped versus non-flipped), but is also affected by student characteristics and teachers' skill and expectations.

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Section: Review Of Related Researchmentioning

confidence: 99%

Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Hodgson¹,

Cunningham²,

McGee³

et al. 2017

International Journal of Education in Mathematics, Science and Technology

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show abstract

“…In foreign countries, it has obtained the very good evaluation that the flipped classroom was used on the "microeconomics" curriculum in the University of Miami [1]. The flipped classroom teaching of "introduction to statistical" courses were studied by strayer (2007) [2], and the flipped classroom teaching of "Linear Algebra" courses were also studied by Talbert (2011) [3]. Since 2010, the study is more and more get the attention of the education workers for the flipped classroom.…”

Section: Introductionmentioning

confidence: 99%

Research on the Teaching Design of the Flipped Classroom Based on the Automobile Insurance Claim

Han¹,

Shi²

2016

Proceedings of the 2016 2nd International Conference on Social Science and Higher Education

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Abstract-It has aroused peoples' attention for the flipped classroom as a new teaching mode. This teaching mode can optimize the teaching activity and promote the passing on the knowledge. In this paper, the teaching mode of the flipped classroom is tried to study aim at the Automobile Insurance claim course in the vocational colleges, and Classroom teaching design is also studied. Base on analysis of the flipped classroom meaning and characteristics, it has been presented for a set of classroom teaching design of flipped classroom suiting the student of vocational colleges.

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“…This is also known as backwards classroom, inverted classroom, flipped classroom, reverse teaching [1].…”

Section: Introductionmentioning

confidence: 99%

The Design and Practice of "Flipped Classroom" Model Based on Task-driven and Micro-lecture

Hong-li¹

2015

Advances in Social Science, Education and Humanities Research

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Inverting the Linear Algebra Classroom

Cited by 127 publications

References 5 publications

Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Research on the Teaching Design of the Flipped Classroom Based on the Automobile Insurance Claim

The Design and Practice of "Flipped Classroom" Model Based on Task-driven and Micro-lecture

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