#
How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students’ Anxieties and Perceptions of Learning
PROCEEDING

## Anthony Dove, Emily Dove, Radford University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

## Abstract

While studies have shown positive attributes related to flipped learning, especially in mathematics and statistics, there is limited understanding of how taking multiple flipped courses may impact students’ learning of mathematics and their perceptions of mathematics. Specifically, this study examined how completing consecutive flipped mathematics courses for elementary preservice teachers influenced their anxieties related to mathematics. Results suggest that students who took consecutive flipped mathematics courses significantly decreased in their mathematics anxiety compared to students taking their first flipped mathematics course. Survey responses suggest that there may be additional underlying issues that may also influence students’ perceptions, such as previous course instruction and students’ classroom expectations.

## Citation

Dove, A. & Dove, E. (2017). How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students’ Anxieties and Perceptions of Learning. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1931-1937). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 4, 2021 from https://www.learntechlib.org/primary/p/177483/.

© 2017 Association for the Advancement of Computing in Education (AACE)

### Keywords

## References

View References & Citations Map- Aslan, D. (2013). A comparison of pre-and in-service preschool teachers’ mathematical anxiety and beliefs about mathematics for young children. SAVAP International. 4 (2) 2-22Beckmann, S. (2014). Mathematics for elementary teachers with activities (4th ed.). Boston, MA: Pearson.
- Beilock, S.L., Gunderson, E.A., Ramirez, G., & Levine, S.C. (2010). Female teachers’ mathematics anxiety affects girls’ mathematics achievement. Proceedings of the National Academy of Sciences of the United States of America, 107 (5), 1860 – 1863.
- Beilock, S.L. & Willingham, D.T. (2014). Ask the cognitive scientist-math anxiety: Can teachers help students reduce it? American Educator, 38, 28 – 33.
- Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies of Mathematics, 75(3), 311 – 328.
- Butt, A. (2014). Student view on the use of the flipped classroom approach: Evidence from Australia. Business Education& Accredidation, 6(1), 33 – 41.
- Creswell, J.W. (2007). Qualitative inquiry& Research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage. Dove, A. & Dove, E. (in press). To flip or not to flip: Influencing students' mathematics anxieties and achievement. Contemporary Issues in Technology and Teacher Education Journal (CITE).
- Furner, J., & Berman, B. (2003). Math anxiety: Overcoming a major obstacle to the improvement of student math performance. Association for Childhood Education International. 1-5.
- Hadley, K.M., & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics instructional practices, and student mathematics achievement. Journal of Curriculum and Instruction, 5(2), 27-44.
- Hopko, D.R. (2003). Confirmatory factor analysis of the mathematics anxiety rating scale-revised. Educational and Psychological Measurement, 63(2), 336-351.
- Jansen, B.R.J., Louwerse, J., Staatemeier, M., VanderVen, S.H.G., Klinkenberg, S., & Vander Maas, H.L.J. (2012). The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learning and Individual Differences, 24, 190 – 197.
- Johnson, G.B. (2013). Student perceptions of the flipped classroom [thesis]. Retrieved from https://circle.ubc.ca/bitstream/handle/2429/44070/ubc_2013_spring_johnson_graham.pdf?sequence=1 National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.
- Swars S.L., Daane, C.J., & Giesen, J. (2010). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306 – 315.
- Tooke, D.J. & Lindstrom, L.C. (1998). Effectiveness of a mathematics methods course in reducing mathematics anxiety of preservice elementary teachers. School Science and Mathematics, 98(3), 136 – 139.
- Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science& Mathematics, 105(2), 82-87.
- Wilson, S.G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40, 193 – 199.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References