NDLI: Inverting the Transition-to-Proof Classroom

Content Provider	Scilit
Author	Talbert, Robert
Copyright Year	2015
Description	Journal: PRIMUS In this paper, we examine the benefits of employing an inverted or “flipped” class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of “sociomathematical norms” and self-regulated learning strategies, are discussed along with ways that the inverted classroom can address these issues. Finally, results from the redesign of a Transition-to-Poof class at the author's university are given and discussed.
Related Links	https://www.tandfonline.com/doi/pdf/10.1080/10511970.2015.1050616?needAccess=true
Ending Page	626
Page Count	13
Starting Page	614
ISSN	10511970
e-ISSN	19354053
DOI	10.1080/10511970.2015.1050616
Journal	PRIMUS
Issue Number	8
Volume Number	25
Language	English
Publisher	Informa UK Limited
Publisher Date	2015-09-14
Access Restriction	Open
Subject Keyword	Journal: PRIMUS Inverted Classroom Flipped Classroom Transition To Proof Self-regulated Learning Screencasting
Content Type	Text
Subject	Education Mathematics

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Inverting the Transition-to-Proof Classroom