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

dc.creatorTurra Chico, Héctor
dc.creatorCarrasco, Valeria
dc.creatorGonzalez, Ciro
dc.creatorSandoval, Vicente
dc.creatorYanez, Soledad
dc.date2019
dc.date2021-04-30T16:30:26Z
dc.date2021-04-30T16:30:26Z
dc.date.accessioned2021-06-14T22:05:15Z
dc.date.available2021-06-14T22:05:15Z
dc.identifierHIGHER EDUCATION PEDAGOGIES,Vol.4,136-155,2019
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/2730
dc.identifier10.1080/23752696.2019.1644963
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3300200
dc.descriptionThis 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.languageen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceHIGHER EDUCATION PEDAGOGIES
dc.subjectAttitudes towards mathematics
dc.subjectflipped classroom
dc.subjectuniversity-level mathematics
dc.subjectCourse transformation
dc.titleFlipped classroom experiences and their impact on engineering students' attitudes towards university-level mathematics
dc.typeArticle


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