Flipped classroom experiences and their impact on engineering students' attitudes towards university-level mathematics

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datacite.alternateIdentifier.citationHIGHER EDUCATION PEDAGOGIES,Vol.4,136-155,2019
datacite.alternateIdentifier.doi10.1080/23752696.2019.1644963
datacite.creatorTurra Chico, Héctor
datacite.creatorCarrasco, Valeria
datacite.creatorGonzalez, Ciro
datacite.creatorSandoval, Vicente
datacite.creatorYanez, Soledad
datacite.date2019
datacite.subject.englishAttitudes towards mathematics
datacite.subject.englishflipped classroom
datacite.subject.englishuniversity-level mathematics
datacite.subject.englishCourse transformation
datacite.titleFlipped classroom experiences and their impact on engineering students' attitudes towards university-level mathematics
dc.date.accessioned2021-04-30T16:30:26Z
dc.date.available2021-04-30T16:30:26Z
dc.description.abstractThis paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students' attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Catolica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students' attitudes toward Mathematics, especially in those who come from families with lower economical income.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2730
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceHIGHER EDUCATION PEDAGOGIES
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionESCI
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