论文标题
翻转课堂技术在本科数学教育中的功效：研究评论
The Efficacy of the Flipped Classroom Technique in Undergraduate Mathematics Education: A Review of the Research
论文作者
论文摘要
翻转的课堂技术最近一直是许多数学讲师和教学研究人员的关注点。尽管近年来对该主题的研究大大增加了，但仍有争议的课堂技术能否显着增加学生在本科数学课程中的总体成功。尽管有荟萃分析考虑了整个大学学科和其他STEM领域的技术的功效，但本科数学教育中尚未进行系统评价。通过分析现有的研究并编译定量和定性数据，本文研究了翻转的课堂技术在本科数学课程中的功效，从入门微积分到过渡到防护课程，在学生的表现中，对技术的表现，对技术的看法以及相关的自我效能感。本文还介绍了该技术的当前使用，并涵盖了成功的实施方法。此外，它强调了翻转的课堂技术通过提高其归属感，并讨论该方法在早期基于证明的课程中的效力，以提高学生在数学数学领域的保留率的潜力，以了解学生对社会运动规范的默认。
The flipped classroom technique has recently been a focus of attention for many math instructors and pedagogical researchers. Although research on the subject has greatly increased in recent years, it is still debated whether the flipped classroom technique can significantly increase the overall success of students in undergraduate math courses. While there have been meta-analyses that consider the efficacy of the technique across university disciplines and within other STEM fields, there has not yet been a systematic review within undergraduate math education. By analyzing the existing research and compiling the quantitative and qualitative data, this paper examines the efficacy of the flipped classroom technique in undergraduate math courses, ranging from introductory calculus to transition-to-proof courses, in regards to students' performance in the classes, perceptions of the technique, and associated self-efficacy. This paper also introduces the current use of the technique and covers successful implementation methods. Additionally, it highlights the flipped classroom technique's potential for improving retention of members of underrepresented groups in math by increasing their sense of belonging as well as discusses the efficacy of the method in early proof-based courses in regards to students' acquisition of sociomathematical norms.
