Professional Development for Teaching College Mathematics Using an Integrated Flipped Classroom

View Sample PDF

Author(s): Lori Ogden (West Virginia University, USA)and Neal Shambaugh (West Virginia University, USA)
Copyright: 2018
Pages: 23
Source title: Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3873-8.ch009

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

Purchase

View Professional Development for Teaching College Mathematics Using an Integrated Flipped Classroom on the publisher's website for pricing and purchasing information.

Abstract

Any innovative approach to teaching benefits from systematic study on its use augmented by professional development, which serves to sustain the innovation over time for individual use and across an academic program. Ongoing study of using a flipped classroom for mathematics teaching used design and development research (Richey & Klein, 2005) across multiple cases of teaching college algebra (Ogden & Shambaugh, 2016) and subsequent application in other mathematics courses. The chapter summarizes the development of an integrated teaching model for the flipped classroom, a model situated within the strategic plan of an undergraduate mathematics program. The chapter then outlines professional development on using the flipped college classroom for mathematics courses with a face-to-face event and online supporting activities, which serve to sustain and build on learning outcomes for implementation of this teaching innovation.

The IRMA Community

Research IRM

Professional Development for Teaching College Mathematics Using an Integrated Flipped Classroom

Purchase

Abstract

Related Content

IRMA Sponsors