PME-NA 2019 Presentations

The Flipped Math Study Team will have two presentations at PME-NA 2019!

Flipped Instruction in Algebra 1: Is It an Old Idea in New Clothes?

Wenmin Zhao, University of Missouri; Jessica Collins Kamuru, University of Missouri; Samuel Otten, University of Missouri; Zandra de Araujo, University of Missouri

Fri, November 15th, 11:30 AM – 12:10 PM

What are the substantive differences between flipped and non-flipped instruction? This study examined the instruction of two teachers who have worked together within the same school using the same Algebra 1 curriculum for years. One teacher flipped his instruction (creating lecture videos assigned as homework), while the other teacher continued with non-flipped instruction. Data from classroom observations were analyzed qualitatively using the Flipped Mathematics Instruction Framework. Results show that although there were clear differences in the format of flipped and non-flipped lessons, there were also substantial similarities with regard to features of instruction (e.g., procedural mathematical development, teacher authority, and tasks with low cognitive demand). Our analysis indicates that flipped instruction is not necessarily an innovative model when compared with non-flipped.

Features of Video Homework in Flipped Algebra Instruction

Jaepil Han, University of Missouri; Stacy Hirt, University of Missouri; Jessica Collins Kamuru, University of Missouri-Columbia; Zandra de Araujo, University of Missouri-Columbia; Samuel Otten, University of Missouri-Columbia; Wenmin Zhao, University of Missouri

Sat, November 16th, 4:15 PM – 5:15 PM

HanEtAl. 2019_Video Analysis Poster_PME-NA

Flipped instruction is an instructional model in which a teacher assigns videos or other multimedia outside of class. Because mathematical content is delivered via these videos in flipped instruction, it is important that we examine them more carefully to capture how content delivery may differ (or not) between flipped and non-flipped instructional models. In this poster, we present our findings around the question, “What are the features of lecture videos selected/created by algebra teachers utilizing flipped instruction?”

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