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A Teaching Model for the College Algebra Flipped Classroom

A Teaching Model for the College Algebra Flipped Classroom

Lori Ogden, Laura J. Pyzdrowski, Neal Shambaugh
Copyright: © 2014 |Pages: 24
ISBN13: 9781466649873|ISBN10: 1466649879|EISBN13: 9781466649880
DOI: 10.4018/978-1-4666-4987-3.ch003
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MLA

Ogden, Lori, et al. "A Teaching Model for the College Algebra Flipped Classroom." Promoting Active Learning through the Flipped Classroom Model, edited by Jared Keengwe, et al., IGI Global, 2014, pp. 47-70. https://doi.org/10.4018/978-1-4666-4987-3.ch003

APA

Ogden, L., Pyzdrowski, L. J., & Shambaugh, N. (2014). A Teaching Model for the College Algebra Flipped Classroom. In J. Keengwe, G. Onchwari, & J. Oigara (Eds.), Promoting Active Learning through the Flipped Classroom Model (pp. 47-70). IGI Global. https://doi.org/10.4018/978-1-4666-4987-3.ch003

Chicago

Ogden, Lori, Laura J. Pyzdrowski, and Neal Shambaugh. "A Teaching Model for the College Algebra Flipped Classroom." In Promoting Active Learning through the Flipped Classroom Model, edited by Jared Keengwe, Grace Onchwari, and James N. Oigara, 47-70. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4987-3.ch003

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Abstract

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

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