Examining Relationships Between Flipped Instruction and Students' Learning of Mathematics

翻转教学不是在课堂上展示新材料，然后布置课外完成的问题，而是让学生在课外观看视频或阅读新材料，然后在课堂上完成他们的“家庭作业”。近年来，教师实施翻转教学的情况大幅增加，超过三分之二的教师报告说，即使不是整个课程，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极大的关注和资金支持，但关于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，人们知之甚少。本研究可为中学数学翻转教学的设计研究提供依据，以开发有效的材料和方案。这种设计和开发已经在以越来越快的速度发生，但它还没有得到经验证据的支持。这个项目将产生一个翻转教学的框架，足够强大，足以在各种年级水平和背景下有用。该框架将更好地理解翻转教学的各种实施与学生学习之间的关系。这些发现可以让教师教育工作者更好地将他们的教学与与提高学生学习结果相关的教学形式相结合。探索研究K-12计划(DRK-12)旨在通过研究和开发科学、技术、工程和数学(STEM)的创新和方法，显著提高K-12学生和教师的科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为提出的项目提供了理论和实证证明。该研究将使用混合方法技术，考察数学课堂中发生的活动和互动的性质，并评估其质量，以便研究人员能够区分高质量和低质量的单言性话语，高质量和低质量的对话话语，以及高认知需求和低认知需求的任务。在40个代数课堂上工作--20个实施了某种形式的翻转教学，20个作为非翻转基础进行比较--该项目将使用相关设计和多层次建模技术解决以下研究问题：RQ1。在中学代数的翻转教学中，有哪些显著的因素？RQ2。在教师实施翻转代数教学和学生学习代数的因素之间存在什么联系，如果是根据国家规定的课程结束评估和变量概念清单进行衡量的话？

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?