Abstract
Our study compared a flipped class with a standard lecture class in four introductory courses: finite mathematics, precalculus, business calculus, and calculus 1. The flipped sections watched video lectures outside of class and spent time in class actively working on problems. The traditional sections had lectures in class and did homework outside of class. No statistical difference was found in test scores of the students, though qualitative data indicated potential problems with implementing the flipped pedagogy. Specifically, many students had negative opinions of the flipped model, and attitudes toward math in general tended to decline, comparatively, for students in the flipped class.
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