This study can provide a basis for design research focused on developing effective materials and programs for flipped instruction in secondary mathematics, which 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.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- de Araujo, Z., Otten, S. A., & Birisci, S.+ (2017). Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments? ZDM International Journal on Mathematics Education, 49, 687–699.*
- de Araujo, Z., Otten, S., & Birisci, S.+ (2017). Conceptualizing “homework” in flipped mathematics classes. Journal of Educational Technology and Society, 20, 248–260.*
- de Araujo, Z., Otten, S., & Birisci, S.+ (2017). Mathematics teachers’ motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education, 62, 60–70.*
- de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K-12 mathematics education: A review of the literature. Review of Educational Research, 88, 879-919.
- de Araujo, Z., Smith, E., & Sakow, M. (2016). Reflecting on the dialogue regarding the mathematics education of English learners. Journal for Urban Mathematics Education, 9(2), 33–48.