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Flipped classroom experiences and their impact on engineering students' attitudes towards university-level mathematics.
- Source :
- Higher Education Pedagogies; Dec2019, Vol. 4 Issue 1, p136-155, 20p
- Publication Year :
- 2019
-
Abstract
- This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students' attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students' attitudes toward Mathematics, especially in those who come from families with lower economical income. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 23752696
- Volume :
- 4
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Higher Education Pedagogies
- Publication Type :
- Academic Journal
- Accession number :
- 140468725
- Full Text :
- https://doi.org/10.1080/23752696.2019.1644963