Keywords
Inverted classroom, flipped classroom, proof, transition to proof, self-regulated learning, screencasting, writing
Disciplines
Physical Sciences and Mathematics
Abstract
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.
ScholarWorks Citation
Talbert, Robert, "Inverting the Transition-to-Proof Classroom" (2015). Funded Articles. 45.
https://scholarworks.gvsu.edu/oapsf_articles/45
Comments
Original Citation:
Talbert, R. (2015). Inverting the transition-to-proof classroom. PRIMUS, 25(8), 614–626. http://doi.org/10.1080/10511970.2015.1050616