Flipping Math in a Secondary Classroom
Kevin J. Graziano, School of Education, Nevada State College, United States ; John D. Hall, Global High School, United States
JCMST Volume 36, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Research on flipped instruction with K-12 English Language Learners (ELLs) is limited. The purpose of this study was to examine the academic performance of ELLs who received flipped instruction in an algebra course at a newcomer high school, and to investigate ELLs’ perceptions of flipped learning. Results indicate flipped instruction engaged students and motivated them to learn algebra. Students believed flipped instruction was an effective approach to learn algebra, and enjoyed the course structure more than a traditional classroom. Results also reveal students enrolled in the flipped course performed slightly higher than their peers who received traditional instruction.
Graziano, K.J. & Hall, J.D. (2017). Flipping Math in a Secondary Classroom. Journal of Computers in Mathematics and Science Teaching, 36(1), 5-16. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2017 AACE