Small-Scale Learning in a Large-Scale Class: A Blended Model for Team Teaching in Mathematics

Abstract

We discuss an innovative course model used in first-year calculus courses at a large North American research university, which we refer to as the “Blended Model.” We argue that our model takes the best features of lectures, flipped classrooms, and traditional recitations, and gathers them into a cohesive, robust structure that benefits students’ learning, graduate students’ teaching, and Mathematics departments’ management of resources.