Flipped Classroom Teaching in a Mathematics for Technology Course: Recommendations for Success

Allison, Jordan ORCID: 0000-0001-8513-4646 (2021) Flipped Classroom Teaching in a Mathematics for Technology Course: Recommendations for Success. In: 21st Koli Calling International Conference on Computing Education Research. Koli Calling . Association for Computing Machinery (ACM), New York, Art 25. ISBN 9781450384889

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Abstract

Mathematics is an important topic for computing and engineering students, but students often find the subject challenging, which emphasises the importance of using effective pedagogical strategies. The constructivist approach of the flipped classroom, where students learn new content out of class, and practice problems and engage in discussion in class, is raising in popularity. However, it is seldom reported how such an approach is used for teaching mathematics in the context of computing courses. This paper reports the experience and findings of implementing a flipped classroom approach for a foundation university module titled ‘Mathematics for Technology’. A flipped classroom approach is shown to be successful in this context, but there are key considerations for its implementation. This includes factors such as constructive alignment, the desired learning and assessment outcomes, and the disposition of the student cohort. Recommendations are provided for practitioners who may be interested in implementing the flipped classroom approach in a similar context.

Item Type:	Book Section
Uncontrolled Keywords:	Flipped Classroom; Flipped Learning; Mathematics Education; Computing Education; Pedagogy
Related URLs:	Organisation
Subjects:	L Education > L Education (General) Q Science > QA Mathematics Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Research Priority Areas:	Applied Business & Technology
Depositing User:	Kate Greenaway
Date Deposited:	22 Nov 2021 12:20
Last Modified:	31 Oct 2023 12:42
URI:	https://eprints.glos.ac.uk/id/eprint/10388

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