How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students’ Anxieties and Perceptions of Learning
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 05, 2017 in Austin, TX, United States ISBN 978-1-939797-27-8
Abstract
While studies have shown positive attributes related to flipped learning, especially in mathematics and statistics, there is limited understanding of how taking multiple flipped courses may impact students’ learning of mathematics and their perceptions of mathematics. Specifically, this study examined how completing consecutive flipped mathematics courses for elementary preservice teachers influenced their anxieties related to mathematics. Results suggest that students who took consecutive flipped mathematics courses significantly decreased in their mathematics anxiety compared to students taking their first flipped mathematics course. Survey responses suggest that there may be additional underlying issues that may also influence students’ perceptions, such as previous course instruction and students’ classroom expectations.
Citation
Dove, A. & Dove, E. (2017). How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students’ Anxieties and Perceptions of Learning. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1931-1937). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/p/177483.
© 2017 AACE