Flipping undergraduate finite mathematics: Findings and implications

Shannon M Guerrero, Melissa Beal, Chris Lamb, Derek L Sonderegger, Drew Baumgartel

Research output: Contribution to journalArticlepeer-review

28 Scopus citations


This paper reports on a research project that investigated the effects of a flipped instructional approach on student attitudes and achievement in a lower division university-level Finite Mathematics course. The project employed a mixed-methods design that included content exams, an attitude survey, open-ended student responses, observations, and instructor insights. Findings indicate that “flipping” allows instructors to repurpose class time for more student-centered interaction and problem solving, has positive effects on student attitudes toward mathematics, but has no significant impact on student learning over a more traditional approach. Discussion of implications focuses on factors that may influence the effectiveness of a flipped methodological approach.

Original languageEnglish (US)
Pages (from-to)814-832
Number of pages19
Issue number9
StatePublished - 2015


  • Flipped classroom
  • Inverted pedagogy
  • Mathematics education
  • Screen-casting
  • Technology

ASJC Scopus subject areas

  • General Mathematics
  • Education


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