The flipped classroom approach makes me reevaluate the way I teach and ponder over an important question:

ž Where in the learning cycle do my students most need me face-to-face? When I am introducing the subject matter in a lecture, or after they’ve taken in this information and are struggling to understand and apply it?

In this presentation, I will demonstrate a flipped lesson I recently conducted about the introduction to a particular mathematic formula and Binomial model. The rationale of employing the flipped classroom approach is to enable more classroom time for students to work in groups and work with the teacher to calculate and infer from a smaller/simpler scale of Binomial branch model to a bigger/more complex scale of Binomial tree model. I will also explore the challenges I have encountered while employing this approach in the discipline of Mathematics.