Abstract:

It has been a little over five years since I tried flipping my first class, and if you are anything like I was before I began, you are both intrigued and reluctant. Intrigued because you have heard several accounts of how well flipping math and stats classes can work, but reluctant because you don’t have the time to spend creating all of the videos and other materials necessary to try it in your own classes. I agree that the idea of prepping your classes all over again from the ground up and creating all new materials and videos sounds daunting, but what you may not already know is that it isn’t necessary. If you are passionate about teaching, and you want to see your students perform better, then flipping the classroom is for you.

This presentation will provide you with a description of my experiences flipping undergraduate math and statistics courses with advice for any novice flippers. This paper discusses ways to start small and build up to a completely flipped class over the span of a few terms with advice on what technology to use including software and hardware. Students’ academic performances as well as attitudinal data were collected and analyzed to see if flipping had a positive effect on learning and attitudes.

Keywords:

Flipping, flipped classroom, curriculum design, student achievement, student attitudes, mathematics, statistics, mathematics education.