Learning differential calculus using self-regulated flipped classroom approach

Abstract

Differential calculus becomes a primary pre-requisite material for every student to start learning calculus. It mainly discusses the concepts and theorems regarding derivative of functions. Many mathematics educators believe that learning differential calculus needs specific conditions and attitude as it cannot be set as rote and procedural learning. This research aims to find out the students’ perception towards the implementation of self-regulated flipped classroom approach in their differential calculus class. Thirty-six students participated in the seven meetings of the class and gave their perceptions at the end of every meeting. They were engaged in a various type of learning activities outside the classroom such as setting their own goal, gaining information from many sources, and uploading a video of their presentation, while during the class, they were assessed with an interview confirming their understanding about the topics. The result suggests that the self-regulated flipped classroom approach is promising to maintain the students’ right attitude towards differential calculus.

A Flipped Class to Support the Success of At-Risk Students

“…Peer learning was utilised to provide students with active learning, social support and to build confidence. Active learning develops higher order thinking and team skills (Istiandaru et al, 2019;Tague & Czocher, 2016) as observed in the relay for solution which prepares participants for the individual learning tasks. By taking turns to write the solutions for each step in the relay for solution stage, they were engaged in lively discussion with their peers that created interest and curiosity.…”

Aprendizagem Ativa Do Cálculo Na Engenharia Auxiliada Por Software

“…No entanto, verifica-se a resistência dos docentes mais tradicionais, bem como dos próprios discentes ao terem que se adaptar às novas metodologias. É o caso do ensino a partir das salas invertidas, no qual o estudante recebe a responsabilidade de estudar com antecedência os assuntos a serem abordados em sala de aula, deixando para esse momento a discussão rica sobre os mesmos, avaliação dos caminhos tomados, das interações feitas ou não, e mais (SACHETTI, 2017;JAAFAR e LIN, 2017;TING et al, 2019;KLEIN et al;e ISTIANDARU et al;. Abrem-se espaços para dinâmicas na forma de jogos, envolvendo conteúdos "duros" de cálculo de forma mais "leve", pretendendo-se sempre a atenção do estudante, sua motivação para estar no centro das decisões de aprendizado, trabalhando ideias, cenários, pesquisas, dentre outros aspectos.…”