Assessment of Learning and Engagement in the Flipped Classroom of Analytical Mathematics | Chapter 7 | Research Highlights in Language, Literature and Education Vol. 1

 In an effort to increase student involvement in a variety of courses taught in higher education, learning methods have changed over time. In general, learning strategies for mathematics have taken a more conventional approach. University level mathematics is more difficult, content-heavy, and provides greater problems in using active learning methodologies, as a passive approach of traditional lectures has long been utilised. However, interactive and active learning in mathematics are more common in higher education. Concerns about arithmetic learning issues are disregarded, and despite educator debates over an efficient teaching strategy, there still seems to be a lack of metacognitive understanding of mathematical reasoning and problem-solving abilities. Lessons delivered using a variety of models may help to bring about the necessary adjustments to increase student happiness and engagement with mathematics learning. Teachers must be encouraged to introduce active learning techniques so that students can start facilitating their own learning. This can be done by introducing approaches tailored to the individual, such as student-centered approaches, in order to make these methods applicable and effective in students' mathematical education experiences. The effectiveness of teaching methods like the flipped classroom in raising students' math achievement in comparison to traditional lectures has been studied, mostly in higher education, but the results to date have not been consistent, necessitating further research into this strategy at a higher educational level and in a STEM-related field. The flipped classroom approach, which inverts the typical traditional lecture style used in schools, is contrasted with the methods used by mathematicians to give courses to see how they affect student learning and engagement. The flipped classroom methodology is used in this study to teach analytical mathematics, a subject from a university foundation level module, and the results of the quantitative analysis show that it has less success in improving student performance. Findings from the study's qualitative analysis in terms of engagement show benefits of the flipped classroom paradigm, especially an upbeat engagement among peers.

Author(s) Details:

Anastasia Sofroniou,
University of West London, UK.

Please see the link here: https://stm.bookpi.org/RHLLE-V1/article/view/8326