Publication detail

Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study

FREDRIKSEN, H. REBENDA, J. RENSAA, R. PETTERSEN, P.

Original Title

Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study

Type

journal article in Scopus

Language

English

Original Abstract

Flipped Classroom (FC) approaches, which utilize video distribution via modern internet platforms, have recently gained interest as a pedagogical framework. Inquiry Based Mathematics Education (IBME) has proven to be a valid form of task design to motivate active learning and enhance classroom interactivity. This article presents a practical combination of introductory videos and inquiry-based class activities adoptable in a basic linear algebra course for stimulating students’ exploration of the underlying mathematics. Teachers’ and students’ work addressed in the article was realized in two case studies in engineering programs in Norway and the Czech Republic. The learning objective was to connect different interpretations of the matrix equation Ax = b, which is often perceived as challenging for engineering students. Feedback from classroom sessions, interviews, and questionnaires encourage further research and inspired us as teachers to closely examine the mathematics behind the task design.

Keywords

Inquiry-based mathematics education; flipped classroom; mathematics for engineering students

Authors

FREDRIKSEN, H.; REBENDA, J.; RENSAA, R.; PETTERSEN, P.

Released

17. 7. 2024

Publisher

Taylor & Francis online

Location

London

ISBN

1935-4053

Periodical

Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS)

Year of study

2024

Number

17.7.2024

State

United Kingdom of Great Britain and Northern Ireland

Pages from

1

Pages to

13

Pages count

13

URL

https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712

BibTex

@article{BUT189079,
  author="Helge {Fredriksen} and Josef {Rebenda} and Ragnhild Johanne {Rensaa} and Petter {Pettersen}",
  title="Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study",
  journal="Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS)",
  year="2024",
  volume="2024",
  number="17.7.2024",
  pages="1--13",
  doi="10.1080/10511970.2024.2375712",
  issn="1935-4053",
  url="https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712"
}