Mathematics for Computer Science: A Flipped Classroom with an Optional Project

Abstract

The Mathematics for Computer Science mandatory course was conducted in a flipped classroom (FC) setting with an optional, voluntary, project-based learning (PBL) component. The objective of this study was to examine the effect of studying in an FC setting, with and without PBL, on students' problem-solving performance, conceptual understanding, and affective perceptions. Participants were 374 undergraduate freshmen and sophomores, of whom 20% elected to participate in an optional probability PBL. The most significant finding was the reinforcement of collaboration, as reflected by teamwork on problem solving during the FC class time. The PBL students demonstrated an advantage in their performance over their peers in probability-the topic they explored, and in their positive responses regarding studying in the FC setting, with an emphasis on the collaborative learning component. The research demonstrates the importance of active engagement in a technology-based environment in which STEM undergraduate students solve problems and implement projects.

Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case

“…Technology can contribute greatly to increasing students' self-engagement and motivation towards STEM education, and mathematics in particular. One way in which technology is employed in education is through flipped classrooms (FCs), in which teachers use technology to deliver lectures and different materials to their students while they are outside the classroom [12]. An advantage of flipping the mathematics classroom is the use of a technological environment that can be available to everyone, which has the potential to make mathematics more accessible to all.…”

“…The COVID-19 pandemic has widened these gaps between Arab Israeli students and their Jewish counterparts even further [14]. Another important advantage of the FC in mathematics learning is its affordance of massive exercising during class [12]. Exercising in mathematics is considerably significant as it provides students with the ability to precisely process algorithms, procedures, and routines that further serve as a basis for solving more complex problems [15,16].…”

Flipped Classroom Among Minorities in the Context of Mathematics Learning: The Israeli Case

“…The main goal of the out-of-class resources available to students using this method is to provide them with a basic understanding of the mathematical concepts at an initial stage, and then enhance that understanding through explanation and clarification of these mathematical concepts in the classroom [29]. In this case, the active and collaborative learning done in class facilitates teamwork, as students solve problems with their classmates [22], and encourages students to actively produce the knowledge they need to complete their assignments [10].…”

“…For example, the derivative concept was defined by experts as "The rate at which a function changes with respect to a variable at a certain point, which can be geometrically interpreted as the slope of the tangent line at this point". Two possible definitions were considered complete, i.e., referring to the frequency of change of the function, or to the slope of the tangent line, and were given the full score (10). To check the validity and reliability of the indicator, before beginning this study a group of twenty 10 th and 11 th grade students (about 10 students in each grade) who did not participate in this study was asked to define the various concepts after learning the derivative or integral units for the first time at Alkhawarizmi.…”

“…Technology can contribute greatly to increasing students' self-engagement and motivation towards STEM education, and mathematics in particular. One way in which technology is employed in education is through Flipped Classrooms (FC), in which teachers use technology to deliver lectures and different materials to their students while they are outside the classroom [10]. An advantage of flipping the mathematics classroom is the use of a technological environment that can be available to everyone, which has the potential to make mathematics more accessible to all.…”