Perspectives on a flipped mathematics classroom
King, Brenda Kay
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Many administrators and teachers have adopted flipped classrooms in their schools without specific knowledge of what is happening in the classroom or what opportunities flipped classrooms might afford (Goodwin & Miller, 2013). The purpose of this qualitative study was to find out what the concept of flipped classroom means to teachers and students, the quality of instruction that is occurring in flipped mathematics classrooms, and the types of learning opportunities being provided in those classrooms. I used the emergent perspective (Cobb & Yackel, 1996) and symbolic interactionism theory (Prasad, 2005) to understand how meaning is socially constructed in this educational environment. I used constant comparison and connecting strategies (Preissle & LeCompte, 1993) to analyze the data and to develop descriptions of flipped classroom environments. One of the affordances found in a flipped classroom was opportunities for teachers to directly see how students struggle and to adjust classroom environments based on student needs. Students’ responses to flipped classrooms varied depending on individual self-regulation skills and the support they received when learning independently. I found that teachers who used digital input forms to engage students in comprehending concepts prior to class and to apply new knowledge showed better student and teacher satisfaction and quality teaching as reflected by the Instructional Quality Assessment, IQA (Junker et al., 2006). Additionally, teachers who did not incorporate self-regulation skill building for students in their implementation of a flipped classroom had a more difficult time than teachers who did incorporate these skills supporting student learning needs as reported by both students and teachers.