Past studies revealed that the integration of ethnomathematics approaches is of great importance in the teaching and learning of mathematics as it is believed to improve learners' understanding and achievement in mathematics. Cognisant of the benefits of using ethnomathematics approaches in teaching and learning mathematics, the Zimbabwean school…

In this action research study, a flipped and non-flipped college-level mathematics classroom were compared. Participants in the flipped classroom watched video lessons outside of class and engaged in classwork problems during class. The non-flipped classroom consisted of a lecture then assigned classwork problems during class. Descriptive…

This study aimed to explore how inquiry-oriented teaching could be implemented in an introductory linear algebra course that, due to various constraints, may not lend itself to inquiry-oriented teaching. In particular, the course in question has a traditionally large class size, limited amount of class time, and is often coordinated with other…

In this research, I provide an overview of potentially selected interactive mathematical instructions that help learners-educators identifying the most effective practices for teaching a course on differential equations. Based on my practical experience, positive and negative aspects of the used techniques are discussed. Immediate reactions on the…

The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the…

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 paper describes the results of a two-semester-long study of the effects of student-centered instruction on Precalculus courses. We also describe our teaching approaches centering around students, which include a mixture of lectures, student presentations, group work, discussion, and guided investigations. Students were taught with either the…

This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both…

This quantitative research compares five sections of College Algebra using flipped classroom methods with six sections using the traditional lecture/homework structure and its effect on student achievement as measured through a common final exam. Common final exam scores were the dependent variables. Instructors of flipped sections who had…

Flipping the classroom refers to moving lectures outside of the classroom to incorporate other activities into a class during its standard meeting time. This pedagogical modality has recently gained traction as a way to center the learning on students in mathematics classrooms. In an effort to better understand the efficacy of this approach, we…

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…

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…

College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in college algebra classes using one of two homework methods: "WeBWorK," an open-source system for web-based homework, or traditional…

An evaluation of the educational effectiveness of a didactic method for the active learning of greedy algorithms is presented. The didactic method sets students structured-inquiry challenges to be addressed with a specific experimental method, supported by the interactive system GreedEx. This didactic method has been refined over several years of…