You are here:

Flipped Learning: Embedding Questions in Videos


Mathematics Teaching in the Middle School Volume 23, Number 7, ISSN 1072-0839


More teachers are trying out the flipped classroom model in which content is delivered outside of class time, typically through online videos and "homework," and follow-up activities are done in class. This model frees up more class time for inquiry and discussion. This article focuses on the self-learning portion of the flipped learning model, in particular, increasing students' intellectual engagement by requiring them to answer embedded questions as they watch math videos. Questions can be embedded to help students gain different types of knowledge. On the basis of a preliminary analysis of 89 embedded questions in 21 videos on geometry and measurement, five types of embedded questions have been identified: (1) factual knowledge; (2) procedural knowledge and skills; (3) conceptual knowledge; (4) task comprehension; and (5) mathematical thinking. An awareness of various pedagogical reasons for embedding a question can expand teachers' repertoire of the kinds of questions they can consider embedding should they wish to assign math videos for their students to watch, especially in a flipped learning model.


Lim, K.H. & Wilson, A.D. (2018). Flipped Learning: Embedding Questions in Videos. Mathematics Teaching in the Middle School, 23(7), 379-385. Retrieved August 16, 2022 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.