%0 Journal Article
%T Flipped classroom experiences and their impact on engineering students¡¯ attitudes towards university-level mathematics
%A Ciro Gonz¨¢lez
%A H¨¦ctor Turra
%A Soledad Y¨¢£¿ez
%A Valeria Carrasco
%A Vicente S
%A oval
%J Higher Education Pedagogies
%D 2019
%R https://doi.org/10.1080/23752696.2019.1644963
%X ABSTRACT This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students¡¯ attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Cat¨®lica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students¡¯ attitudes toward Mathematics, especially in those who come from families with lower economical income
%U https://www.tandfonline.com/doi/full/10.1080/23752696.2019.1644963