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ERIC Number: EJ1154736
Record Type: Journal
Publication Date: 2017-Apr
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9258
How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students' Anxieties and Perceptions of Learning
Dove, Anthony; Dove, Emily
Journal of Computers in Mathematics and Science Teaching, v36 n2 p129-141 Apr 2017
While studies have shown positive attributes related to flipped learning, especially in mathematics and statistics, there is limited understanding of how taking multiple flipped courses may impact students' learning of mathematics and their perceptions of mathematics. Specifically, this study examined how completing consecutive flipped mathematics courses for elementary preservice teachers influenced their anxieties related to mathematics. Results suggest that students who took consecutive flipped mathematics courses significantly decreased in their mathematics anxiety compared to students taking their first flipped mathematics course. Survey responses suggest that there may be additional underlying issues that may also influence students' perceptions, such as previous course instruction and students' classroom expectations.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A