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Examining the influence of a flipped classroom approach in mathematics
PROCEEDINGS

, , Radford University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the influence of traditional classroom lecture compared to a flipped classroom approach on math anxiety and math achievement in a required undergraduate mathematics course for students in the elementary education program. Pre-course and post-course math anxiety surveys suggested that students in both sections significantly decreased in their levels of math anxiety. However, correlational analyses of the post-course math anxiety survey and the final exam grade showed a significant inverse relationship for the traditional class that was stronger than that of previous research. In contrast, no correlational relationship was found between math anxiety and final exam grade for students in the flipped classroom.

Citation

Dove, A. & Dove, E. (2014). Examining the influence of a flipped classroom approach in mathematics. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1230-1236). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2020 from .

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