A Framework for Capturing Structural Variation in Flipped Mathematics Instruction

Autor/inn/en	Otten, Samuel; de Araujo, Zandra; Sherman, Milan; Birisçi, Salih
Titel	A Framework for Capturing Structural Variation in Flipped Mathematics Instruction
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 5, S.639-670 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Otten, Samuel) ORCID (de Araujo, Zandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1958945
Schlagwörter	Mathematics Instruction; Flipped Classroom; Teaching Methods; Program Implementation; Video Technology; In Person Learning; Secondary Education; Postsecondary Education; Interaction; Group Activities; Lecture Method + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Interaktion; Gruppenaktivität
Abstract	Teachers are implementing flipped instruction in an increasing number of mathematics classes but the research base is not yet well developed on this topic. Many studies of flipped instruction in mathematics have involved a small number of classes utilizing flipped instruction being compared to classes with non-flipped instruction, but this study design fails to account for variations in how teachers implement flipped instruction. There seems to be as much variation within flipped implementations and within non-flipped implementations as there are between the two categories. To aid systematic attention to variation, this article presents a framework for flipped mathematics lessons that identifies key features of the videos assigned as homework as well as features of the in-class time with students. The components of the framework allow for structurally similar implementations to be grouped together meaningfully whereas different implementations, though still under the banner of 'flipped instruction', can be distinguished from one another. The framework is illustrated with data from flipped mathematics classes at secondary and post-secondary levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01