Flipped Classroom Teaching in a Mathematics for Technology Course: Recommendations for Success

Abstract

Mathematics is an important topic for computing and engineering students, but students often find the subject challenging, which emphasises the importance of using effective pedagogical strategies. The constructivist approach of the flipped classroom, where students learn new content out of class, and practice problems and engage in discussion in class, is raising in popularity. However, it is seldom reported how such an approach is used for teaching mathematics in the context of computing courses. This paper reports the experience and findings of implementing a flipped classroom approach for a foundation university module titled Mathematics for Technology'. A flipped classroom approach is shown to be successful in this context, but there are key considerations for its implementation. This includes factors such as constructive alignment, the desired learning and assessment outcomes, and the disposition of the student cohort. Recommendations are provided for practitioners who may be interested in implementing the flipped classroom approach in a similar context.