We report on our evaluation of flipping the classroom for two modules: a compulsory first year calculus module and an optional second year coding theory module taken by Mathe-matics students at the University of the West of England, Bristol (UWE). Flipped teaching is a change to the traditional lecture model used in universities for hundreds of years. In the traditional model the lecturer is in charge of the class and largely dictates the content and pace at which this is delivered. The idea behind the flipped classroom is that the students’ initial exposure to material takes place in their own time allowing the class time to be used to deepen their understanding of the material through active learning. The flipped approach has been used very successfully for the modules described above for several years, measured in terms of student engagement, attainment and satisfaction. The impact of flipping the classroom was evaluated through pre-module and post-module questionnaires and in-depth focus groups, and the overall feedback was positive. With the trend in HE to move away from traditional didactic approaches to teaching, it is important and useful to teachers of mathematics to provide evidenced-based recommendations of alternative approaches for comparison.
Henderson, K., Hobbs, C., & Last, K. (2017, July). Evaluation of flipped teaching. Paper presented at Mathematics Education beyond 16: Pathways and Transitions