Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study

Fredriksen, Helge; Rebenda, Josef; Rensaa, Ragnhild Johanne; Pettersen, Petter

Inquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Study

Date

2024-07-17

Authors

Fredriksen, Helge

Rebenda, Josef

Rensaa, Ragnhild Johanne

Pettersen, Petter

ORCID

0000-0003-3356-4825

Publisher

Taylor & Francis

Altmetrics

Abstract

Flipped Classroom (FC) approaches, which utilize video distribution via modern internet platforms, have recently gained interest as a pedagogical framework. Inquiry Based Mathematics Education (IBME) has proven to be a valid form of task design to motivate active learning and enhance classroom interactivity. This article presents a practical combination of introductory videos and inquiry-based class activities adoptable in a basic linear algebra course for stimulating students’ exploration of the underlying mathematics. Teachers’ and students’ work addressed in the article was realized in two case studies in engineering programs in Norway and the Czech Republic. The learning objective was to connect different interpretations of the matrix equation Ax=b, which is often perceived as challenging for engineering students. Feedback from classroom sessions, interviews, and questionnaires encourage further research and inspired us as teachers to closely examine the mathematics behind the task design.

Keywords

Inquiry-based mathematics education, flipped classroom, mathematics for engineering students

Citation

Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS). 2024, vol. 2024, issue 7, p. 1-13.
https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712

Document type

Peer-reviewed

Document version

Published version

Language of document

en

Document licence

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/