R. Gupta1, R. Gupta2

1Middle East College (OMAN)
2Mazoon College (OMAN)
In the present article, we discuss about the strategies employed to enhance students’ learning of undergraduate mathematics modules in Oman. These strategies include the use of Matlab and flipped learning. In view of this, first we first discuss about the use of Matlab software for computing and graphing mathematical exercises. Many of these exercises are difficult when computed manually. This is an effort towards making learning in mathematics interesting, making it appealing and motivating for the students’. Next we discuss how to motivate self-learning among the students by flipping some of the topics in the module. This is done by preparing videos explaining the concept and sometimes by providing reading material consisting of solved examples about the topic. This created an opportunity for the students to use their time outside the class (before and after the class contact hours) to learn about the subject and develop critical thinking skills. Later, those lessons were discussed at a more advanced level in the class. So instead of using a traditional mode of teaching, where most of the teaching is done in classrooms and is uni-directional from teacher to student, it is attempted to promote a higher level of teacher-student engagement with active participation in learning. This idea turns the instructor into facilitator; traditional classrooms become activity based and discussion oriented.