REVIEWING THE LITERATURE ON FLIPPED MATHEMATICS INSTRUCTION: A QUALITATIVE META-ANALYSIS.
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| Title: | REVIEWING THE LITERATURE ON FLIPPED MATHEMATICS INSTRUCTION: A QUALITATIVE META-ANALYSIS. |
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| Authors: | Ellis, Ruby L.1 ruby.ellis@missouri.edu, Han, Jaepil1 jaepilhan@mail.missouri.edu, de Araujo, Zandra1 dearaujoz@missouri.edu, Otten, Samuel1 ottensa@missouri.edu |
| Source: | Conference Papers -- Psychology of Mathematics & Education of North America. 2020, p2057-2061. 5p. |
| Subject Terms: | *Flipped classrooms, *Blended learning, *Mathematics education, *Curriculum planning, *Research methodology |
| Abstract: | Flipped instruction is often viewed in relation to what is done outside of class (e.g., watching instructional videos) but it is also important to attend to what happens in class. Flipped instruction also has similarities to inverted or blended learning, but "flipping" terminology has garnered enough traction in practice and research as a contemporary phenomenon that it is worthwhile examining it on its own terms. In this research brief, we presented an overview of some initial findings from an ongoing meta-analysis of literature on flipped mathematics instruction. Understanding the research methods previously used to study flipped instruction and the contexts in which those methods were used, will provide future researchers and practitioners with a greater understanding of the impact of flipped instruction on the teaching and learning of mathematics at all levels. [ABSTRACT FROM AUTHOR] |
| Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 149100598 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: REVIEWING THE LITERATURE ON FLIPPED MATHEMATICS INSTRUCTION: A QUALITATIVE META-ANALYSIS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ellis%2C+Ruby+L%2E%22">Ellis, Ruby L.</searchLink><relatesTo>1</relatesTo><i> ruby.ellis@missouri.edu</i><br /><searchLink fieldCode="AR" term="%22Han%2C+Jaepil%22">Han, Jaepil</searchLink><relatesTo>1</relatesTo><i> jaepilhan@mail.missouri.edu</i><br /><searchLink fieldCode="AR" term="%22de+Araujo%2C+Zandra%22">de Araujo, Zandra</searchLink><relatesTo>1</relatesTo><i> dearaujoz@missouri.edu</i><br /><searchLink fieldCode="AR" term="%22Otten%2C+Samuel%22">Otten, Samuel</searchLink><relatesTo>1</relatesTo><i> ottensa@missouri.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2020, p2057-2061. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Flipped instruction is often viewed in relation to what is done outside of class (e.g., watching instructional videos) but it is also important to attend to what happens in class. Flipped instruction also has similarities to inverted or blended learning, but "flipping" terminology has garnered enough traction in practice and research as a contemporary phenomenon that it is worthwhile examining it on its own terms. In this research brief, we presented an overview of some initial findings from an ongoing meta-analysis of literature on flipped mathematics instruction. Understanding the research methods previously used to study flipped instruction and the contexts in which those methods were used, will provide future researchers and practitioners with a greater understanding of the impact of flipped instruction on the teaching and learning of mathematics at all levels. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.51272/pmena.42.2020-345 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 2057 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Research methodology Type: general Titles: – TitleFull: REVIEWING THE LITERATURE ON FLIPPED MATHEMATICS INSTRUCTION: A QUALITATIVE META-ANALYSIS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ellis, Ruby L. – PersonEntity: Name: NameFull: Han, Jaepil – PersonEntity: Name: NameFull: de Araujo, Zandra – PersonEntity: Name: NameFull: Otten, Samuel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2020 Type: published Y: 2020 Titles: – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America Type: main |
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