In an online asynchronous vector calculus course, we observed exam answers solved with a formula from online homework instead of the formula from lecture. Our exploratory study investigated (1) why students learned from homework instead of lecture for this topic and (2) their epistemological frames (e-frames) for lecture and homework. Per (1),…

We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and…

Despite the increasing popularity of using video-recorded lectures, we still understand little about how different video styles and study strategies during video lectures may affect student learning. In this paper, we present a systematic investigation of video-recorded lectures in the context of secondary school mathematics education. Study 1…

There are many choices for learning mathematics for engineering students with courses available in face-to-face, blended and fully online modalities. Students are demanding more flexibility in their programs, however the temptation to misuse this flexibility to avoid mathematical studies until it is too late can be an unfortunate side effect. A…

August 2016 there was a call (Braun, Bremser, Duval, Lockwood & White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the "flipped" classroom. This paper presents the need for, and the methodology of the flipped classroom, results of…

We describe a case study of a problem-solving section, using the "Harkness" discussion method, of an honors multivariable calculus course. Students in the problem-solving section had equivalent outcomes on exams, reported higher ratings in self-assessments of skills, and took more math classes in the following year, compared with…

The Chinese government has implemented centralised science curriculum standards to change science teaching from a didactic to inquiry-based approach to support all students in acquiring science literacy. Framed through theoretical perspectives of inquiry-based instruction and cultural pedagogy, this study examined the influence and impact of these…

This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

This study investigates the effects of applying an inverted classroom model in a second-semester calculus course at a large regional university in the southwest during the Spring of 2013. The sample consisted of four class sections with the same instructor, with a total of 173 students; two class sections were in the experimental group, whereas…

This paper describes the linear algebra class I taught during Spring 2014 semester at Adelphi University. I discuss the details of how I flipped the class and incorporated elements of inquiry-based learning as well as the reasoning behind specific decisions I made. I give feedback from the students on the success of the course and provide my own…

This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses…

After many years of extremely low success rates, a radical new design of the first semester arithmetic remedial course was implemented and studied. Students at a large urban community college could take a traditional semester-long traditional lecture-based remedial arithmetic course or a new accelerated 4-week 20-hour problem-solving based…

Students' learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are…

This study aims to investigate the effectiveness of the Emporium instructional method in a course of college algebra and trigonometry by comparing to the traditional lecture method. The math emporium method is a nontraditional instructional method of learning math that has been implemented at several universities with much success and has been…

The purpose of this exploratory, mixed-methods study was to compare student performance in flipped and non-flipped sections of Calculus I. The study also examined students' perceptions of the flipping pedagogy. Students in the flipped courses reported spending, on average, an additional 1-2 hours per week outside of class on course content.…