Just Do It: Flipped Lecture, Determinants and Debate

Autor/inn/en	Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya
Titel	Just Do It: Flipped Lecture, Determinants and Debate
Quelle	In: International Journal of Mathematical Education in Science and Technology, 47 (2016) 6, S.853-862 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1129075
Schlagwörter	Blended Learning; Mathematics; Professional Personnel; Lecture Method; Teaching Methods; Matrices; Mathematics Skills; Case Studies; STEM Education; Persuasive Discourse; Debate; Mathematics Instruction; Active Learning; Higher Education; Surveys; Classroom Environment; Technological Advancement; Educational Technology; Homework; Technology Uses in Education; Video Technology; Class Activities; Algebra; Comparative Analysis; Foreign Countries; Mathematics Curriculum; Technology Education; Engineering Education; Mathematics Education; Science Education; Canada; Connecticut; Massachusetts; Michigan; Nebraska; United Kingdom + Suchen Sie Ihr Suchwort? Mathematik; Personalbestand; Teaching method; Lehrmethode; Unterrichtsmethode; Matrizenrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study; STEM; Persuasion; Persuasive Kommunikation; Debating; Streitgespräch; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung; Klassenklima; Unterrichtsklima; Technological development; Technologische Entwicklung; Unterrichtsmedien; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematische Bildung; Naturwissenschaftliche Bildung; Kanada; Master-Studiengang; Großbritannien
Abstract	This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01