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Examining Relationships Between Flipped Instruction and Students' Learning of Mathematics

检验翻转教学与学生数学学习之间的关系

基本信息

批准号：
1721025
负责人：
Zandra de Araujo
金额：
$ 45万
依托单位：
University of Missouri-Columbia
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-01 至 2021-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1721025&HistoricalAwards=false
关键词：
Examining Relationships Between Flipped Instruction

项目摘要

Instead of presenting new material in class and then assigning problems to be completed outside of class, flipped instruction involves students watching videos or reading new material outside of class and then completing their "homework" in class. Teachers' implementation of flipped instruction has increased dramatically in recent years, with more than two-thirds of teachers now reporting flipping a lesson, if not an entire course. Although popular media and philanthropic organizations have given a great deal of attention and financial support to flipped instruction, little is known about how teachers implement it and what benefits and drawbacks flipped instruction has in contrast with non-flipped instruction. This study can provide a basis for design research focused on developing effective materials and programs for flipped instruction in secondary mathematics. This design and development 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. These findings can inform teacher educators in better aligning their instruction to instructional formats that correlate with increased student learning outcomes. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of STEM innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.Using mixed-methods techniques, the study will look at the nature of the activities and interactions occurring in mathematics classrooms and assess their quality so that the researchers may distinguish high-quality from low-quality univocal discourse, high-quality from low-quality dialogic discourse, and high cognitive demand from low cognitive demand tasks. Working in 40 algebra classrooms -- 20 implementing some form of flipped instruction and 20 serving as a non-flipped basis for comparison -- the project will address the following research questions using a correlational design and multilevel modeling techniques: RQ1. What are salient factors entailed in flipped instruction in secondary algebra? RQ2. What associations, if any, exist among factors entailed in teachers' implementation of flipped algebra instruction and students' learning of algebra as measured on a state-mandated end-of-course assessment and on a concept-of-variable inventory?

翻转教学不是在课堂上展示新材料，然后分配问题在课外完成，而是让学生在课外观看视频或阅读新材料，然后在课堂上完成“家庭作业”。近年来，教师实施翻转教学的情况急剧增加，超过三分之二的教师报告说，如果不是整个课程，也会翻转一节课。尽管大众媒体和慈善组织对翻转教学给予了大量的关注和财政支持，但人们对教师如何实施翻转教学以及翻转教学与非翻转教学相比有哪些好处和缺点知之甚少。本研究可为中学数学翻转教学的设计研究提供依据。这种设计和开发已经在以越来越快的速度进行，但还没有经验证据。这个项目将产生一个足够强大的翻转教学框架，适用于各种年级和背景。该框架将提供一个更好的理解翻转教学和学生学习的各种实现之间的关系。这些发现可以告知教师教育工作者更好地调整他们的教学，以提高学生的学习成果相关的教学格式。探索研究K-12计划（DRK-12）旨在通过研究和开发STEM创新和方法，显着提高学前班学生和教师对科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验依据。使用混合方法技术，该研究将研究数学课堂中发生的活动和互动的性质，并评估其质量，以便研究人员可以区分高质量和低质量的单义话语，高质量对话来自低质量对话，高认知需求来自低认知需求任务。在40个代数教室工作- 20个实施某种形式的翻转教学和20个作为比较的非翻转基础-该项目将使用相关设计和多级建模技术解决以下研究问题：RQ 1。中学代数翻转教学的突出因素是什么？RQ 2.什么协会，如果有的话，在教师的实施翻转代数教学和学生的代数学习所涉及的因素之间存在的国家规定的课程结束评估和变量的概念库存？