Inverted classroom, flipped classroom, proof, transition to proof, self-regulated learning, screencasting, writing
Physical Sciences and Mathematics
In this paper, we examine the benefits of employing an inverted or “flipped” class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of “sociomathematical norms” and self-regulated learning strategies, are discussed along with ways that the inverted classroom can address these issues. Finally, results from the redesign of a Transition-to-Poof class at the author’s university are given and discussed.
Talbert, Robert, "Inverting the Transition-to-Proof Classroom" (2015). Funded Articles. 45.