Instead of presenting new material in class and then assigning problems to be completed outside of class, flipped instruction involves students watching videos or reading new material outside of class and then completing their “homework” in class. Teachers’ implementation of flipped instruction has increased dramatically in recent years, with more than two-thirds of teachers now reporting flipping a lesson, if not an entire course. Although popular media and philanthropic organizations have given a great deal of attention and financial support to flipped instruction, little is known about how teachers implement it and what benefits and drawbacks flipped instruction has in contrast with non-flipped instruction. This study can provide a basis for design research focused on developing effective materials and programs for flipped instruction in secondary mathematics. This design and development is already occurring at an increasing rate, but it is not yet informed by empirical evidence. This project will result in a framework for flipped instruction robust enough to be useful at a variety of grade levels and contexts. The framework will provide a better understanding of the relationships among various implementations of flipped instruction and student learning. These findings can inform teacher educators in better aligning their instruction to instructional formats that correlate with increased student learning outcomes. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of STEM innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.
Using mixed-methods techniques, the study looks at the nature of the activities and interactions occurring in mathematics classrooms and assess their quality so that the researchers may distinguish high-quality from low-quality univocal discourse, high-quality from low-quality dialogic discourse, and high cognitive demand from low cognitive demand tasks. Working in 40 algebra classrooms — 20 implementing some form of flipped instruction and 20 serving as a non-flipped basis for comparison — the project addresses the following research questions using a correlational design and multilevel modeling techniques:
RQ1. What are salient factors entailed in flipped instruction in secondary algebra?
RQ2. What associations, if any, exist among factors entailed in teachers’ implementation of flipped algebra instruction and students’ learning of algebra as measured on a state-mandated end-of-course assessment and on a concept-of-variable inventory?
The Flipped Mathematics Study is funded by the National Science Foundation (Project Award # 1721025) and the University of Missouri’s Program for Research Infrastructure and Matching Expenses (PRIME) program.