Flip your classroom: Reach every student in every class every day

/pdf/review-of-principles-to-actions-ensuring-mathematical-2na9nugf41.pdf

Review of Principles to Actions: Ensuring Mathematical Success for All

The flipped learning approach has been growing in popularity in both higher education and K-12, especially for its potential to increase active learning and student engagement. However, further research is needed to understand exactly how the flipped approach enhances student engagement. This narrative systematic review synthesises literature published between 2012 and 2018, focused on the flipped learning approach in K-12 contexts, and indexed in 7 international databases. 107 articles, book chapters, dissertations, conference papers and grey literature were included for review, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research has been undertaken in North American and Asian high schools, heavily focused on student perceptions of flipped learning and achievement within STEM subjects, especially Mathematics, with a slight preference for quantitative methods. Studies in this review found the approach to overwhelmingly support student engagement, with 93% of studies citing at least one dimension of behavioural, affective or cognitive engagement, whereas 50% of studies reported facets of disengagement. Collaborative technologies such as Google Docs, Google Classroom and Edmodo were particularly linked to engagement, with videos not created by teachers more likely to lead to disengagement. Only 12% included a definition of student engagement, and less than half used a theoretical framework. Future empirical research should ensure that all contextual information is included, including year level of student participants, that multiple methods of both quantitative and qualitative data collection are included, and close attention is paid to grounding research in theory. Further research is needed on parent, teacher and school leader perceptions, as well as longitudinal and multiple-class studies.

/pdf/facilitating-student-engagement-through-the-flipped-learning-1my9us0fe9.pdf

Facilitating student engagement through the flipped learning approach in K-12: A systematic review

Teaching as a science.

This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using three formative assessments or a post-test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty-six students were the respondents involved in a non-randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction (t = 1.68, p.474), while assessment 2 and 3 were significantly different (t = 5.54, p = .007

Students' learning performance and perceived motivation in gamified flipped-class instruction

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research...

English Learners in K–12 Mathematics Education: A Review of the Literature:

Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsak, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers’ MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called the mixture Rasch model that allows for subgroups. The model was applied to middle-grades teachers’ performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic. Results from psychometric modeling and evidence from video-recorded interviews and professional development sessions suggested that there were 2 subgroups of middle-grades teachers, 1 better able to reason with 3-level unit structures and 1 constrained to 2-level unit structures. Some teachers, however, were easier to classify than others.

https://www.jstor.org/stable/10.5951/jresematheduc.43.4.0391

Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities

Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction

The incorporation of animation in mathematics teacher education courses is one method for transforming practices and promoting practice-based education. Animation can be used as an approximation of practice that engages preservice teachers (PSTs) in creating classroom scenes in which they select characters, regulate movement, and construct conversations to generate playable animations (Grossman et al., 2009). We focus on the role of animation as a practice-based expression to denote who, what, and how PSTs professionally notice within a mathematics lesson (Jacobs, Lamb, & Philipp, 2010). The animation provides a mechanism for analysis that transfers PSTs’ concepts of teaching to a perceptible reality (Lowe & Schnotz, 2008). We examined the affordances and constraints of using animations as a means of supporting PSTs’ development of noticing.

/pdf/animating-preservice-teachers-noticing-4iqq3y4q7z.pdf

Animating Preservice Teachers' Noticing

https://www.jstor.org/stable/10.5951/mathteaceduc.5.2.0158

Zandra de Araujo

Papers

English Learners in K–12 Mathematics Education: A Review of the Literature:

Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities

Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction

Animating Preservice Teachers' Noticing

Eliciting and Analyzing Preservice Teachers' Mathematical Noticing