Capturing Variability in Flipped Mathematics Instruction

Flipped instruction is being implemented in an increasing number of mathematics classes but the research base is not yet well developed. Many studies of flipped instruction involve a small number of flipped classes being compared to non-flipped classes, but this methodology fails to account for vari...

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Bibliographic Details
Published inNorth American Chapter of the International Group for the Psychology of Mathematics Education
Main Authors Otten, Samuel, de Araujo, Zandra, Sherman, Milan
Format Report
LanguageEnglish
Published North American Chapter of the International Group for the Psychology of Mathematics Education 2018
Subjects
Blended Learning
Class Activities
Classroom Research
Comparative Analysis
Guidelines
Homework
Mathematics Instruction
Multimedia Materials
Outcomes of Education
Teaching Methods
Video Technology
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Summary:Flipped instruction is being implemented in an increasing number of mathematics classes but the research base is not yet well developed. Many studies of flipped instruction involve a small number of flipped classes being compared to non-flipped classes, but this methodology fails to account for variations in implementations. To aid in the systematic attention to variation, this article presents a framework for flipped mathematics instruction that identifies key features of the videos assigned as homework as well as features of the in-class activities. The components of the framework are accompanied by proposed quality indicators to further distinguish between flipped implementations that are structurally similar but different in enactment. [For the complete proceedings, see ED606531.]