A Study on the Effectiveness of the Flipped Classroom and Barriers to its Implementation in Mathematics

Abstract

The flipped classroom is a restructuring of the learning process so that the gathering of information occurs prior to class and class time is used for problem-solving, discussion and synthesis – it is an inversion of the typical classroom structure. It is an approach to teaching and learning which has been gaining popularity, and has been implemented in courses across all disciplines and programs. However, this approach is not routinely used in the Mathematics and Statistics Department at McMaster University.

How effective is the flipped classroom when used in mathematics? What are the challenges that instructors face when implementing this approach? This study will look at how effective the flipped classroom approach is in facilitating teaching and learning in a first year mathematics course, Math 1C03: “Introduction to Mathematical Reasoning”. We surveyed students about their experience with the flipped classroom to learn about their thoughts and perceptions. Then, we conducted interviews with faculty members within the department to better understand the barriers that prevent instructors from implementing the flipped classroom approach as well as comparing and contrasting the views of instructors with those of the Math 1C03 students.