Friday

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.

Paper

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.

Paper

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.

Paper

78