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

Yehudit Judy Dori; Zehavit Kohen; Brian Rizowy

doi:10.29333/ejmste/9149

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Yehudit Judy Dori ¹ ² ^* , Zehavit Kohen ¹ , Brian Rizowy ¹

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¹ Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, Haifa 3200003, ISRAEL² School of Engineering, Massachusetts Institute of Technology, Cambridge, MA 02139, USA^* Corresponding Author

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.

Keywords

flipped classroom
teamwork
active learning
project-based learning
higher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 12, Article No: em1915

https://doi.org/10.29333/ejmste/9149

Publication date: 05 Nov 2020

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Article Downloads: 1362

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How to cite this article

APA

Dori, Y. J., Kohen, Z., & Rizowy, B. (2020). Mathematics for Computer Science: A Flipped Classroom with an Optional Project. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1915. https://doi.org/10.29333/ejmste/9149

Vancouver

Dori YJ, Kohen Z, Rizowy B. Mathematics for Computer Science: A Flipped Classroom with an Optional Project. EURASIA J Math Sci Tech Ed. 2020;16(12):em1915. https://doi.org/10.29333/ejmste/9149

AMA

Dori YJ, Kohen Z, Rizowy B. Mathematics for Computer Science: A Flipped Classroom with an Optional Project. EURASIA J Math Sci Tech Ed. 2020;16(12), em1915. https://doi.org/10.29333/ejmste/9149

Chicago

Dori, Yehudit Judy, Zehavit Kohen, and Brian Rizowy. "Mathematics for Computer Science: A Flipped Classroom with an Optional Project". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 12 (2020): em1915. https://doi.org/10.29333/ejmste/9149

Harvard

Dori, Y. J., Kohen, Z., and Rizowy, B. (2020). Mathematics for Computer Science: A Flipped Classroom with an Optional Project. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1915. https://doi.org/10.29333/ejmste/9149

MLA

Dori, Yehudit Judy et al. "Mathematics for Computer Science: A Flipped Classroom with an Optional Project". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 12, 2020, em1915. https://doi.org/10.29333/ejmste/9149