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

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dc.contributor.authorFredriksen, Helgecs
dc.contributor.authorRebenda, Josefcs
dc.contributor.authorRensaa, Ragnhild Johannecs
dc.contributor.authorPettersen, Pettercs
dc.coverage.issue7cs
dc.coverage.volume2024cs
dc.date.accessioned2025-02-28T13:53:50Z
dc.date.available2025-02-28T13:53:50Z
dc.date.issued2024-07-17cs
dc.description.abstractFlipped 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.en
dc.formattextcs
dc.format.extent1-13cs
dc.format.mimetypeapplication/pdfcs
dc.identifier.citationProblems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS). 2024, vol. 2024, issue 7, p. 1-13.en
dc.identifier.doi10.1080/10511970.2024.2375712cs
dc.identifier.issn1935-4053cs
dc.identifier.orcid0000-0003-3356-4825cs
dc.identifier.other189079cs
dc.identifier.researcheridA-6926-2013cs
dc.identifier.scopus35085237600cs
dc.identifier.urihttps://hdl.handle.net/11012/250076
dc.language.isoencs
dc.publisherTaylor & Franciscs
dc.relation.ispartofProblems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS)cs
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/10511970.2024.2375712cs
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalcs
dc.rights.accessopenAccesscs
dc.rights.sherpahttp://www.sherpa.ac.uk/romeo/issn/1935-4053/cs
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/cs
dc.subjectInquiry-based mathematics educationen
dc.subjectflipped classroomen
dc.subjectmathematics for engineering studentsen
dc.titleInquiry-Based Linear Algebra Teaching and Learning in a Flipped Classroom Framework: A Case Studyen
dc.type.driverarticleen
dc.type.statusPeer-revieweden
dc.type.versionpublishedVersionen
sync.item.dbidVAV-189079en
sync.item.dbtypeVAVen
sync.item.insts2025.02.28 14:53:50en
sync.item.modts2025.02.28 12:32:06en
thesis.grantorVysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií. Ústav matematikycs
thesis.grantorVysoké učení technické v Brně. Středoevropský technologický institut VUT. Kybernetika a robotikacs
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