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1:05 – 1:35 pm |
Session 13
– Contributed Reports |
Marquis A |
Examining student attitudes and mathematical knowledge
inside the flipped classroom experience Matthew Voigt Flipped
classrooms or hybrid online courses are becoming increasingly prevalent at
the undergraduate level as institutions seek cost-saving measures while also
desiring to implement technological innovations to attract 21st century
learners. This study examined undergraduate pre-calculus studentsŐ (N=427)
experiences, attitudes and mathematical knowledge in a flipped classroom
format compared to students in a traditional lecture format. Our initial
results indicate students in the flipped format were more positive about
their overall classroom experiences, were more confident in their
mathematical abilities, were more willing to collaborate to solve
mathematical problems, and achieved slight higher gains in mathematical
knowledge. Contrary to prior research, this study indicated that a majority
of students in the flipped classroom would take the class again in the same
format, but of concern is the gender disparity, indicating that female
students are much more likely to resist taking a class in a flipped format. 26 |
Marquis B |
StudentsŐ meanings of a (potentially) powerful tool for
generalizing in combinatorics Elise Lockwood and Zackery
Reed In
this paper we provide two contrasting cases of student work on a series of
combinatorial tasks that were designed to facilitate generalizing activity.
These contrasting cases offer two different meanings (Thompson, 2013) that
students had about what might externally appear to be the same tool – a
general outcome structure that both students spontaneously developed. By
examining the studentsŐ meanings, we see what made the tool more powerful for
one student than the other and what aspects of his combinatorial reasoning
and his ability to generalize prior work were efficacious. We conclude with
implications and directions for further research. 66 |
Marquis C |
Framework for Mathematical Understanding for Secondary
Teaching: A Mathematical Activity perspective M. Kathleen Heid and
Patricia Wilson A
framework for mathematical understanding for secondary teaching was developed
from analysis of the mathematics in classroom events. The Mathematical
Activity perspective describes the mathematical actions that characterize the
nature of the mathematical understanding that secondary teachers could
productively use. 78 |