Abstract
This paper reports on a research project that investigated the effects of a flipped instructional approach on student attitudes and achievement in a lower division university-level Finite Mathematics course. The project employed a mixed-methods design that included content exams, an attitude survey, open-ended student responses, observations, and instructor insights. Findings indicate that “flipping” allows instructors to repurpose class time for more student-centered interaction and problem solving, has positive effects on student attitudes toward mathematics, but has no significant impact on student learning over a more traditional approach. Discussion of implications focuses on factors that may influence the effectiveness of a flipped methodological approach.
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