Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

• In Event: Roundtable Session 41
  In Roundtable Session: Teaching and Learning With Technology

Abstract

The present study investigated whether flipping an algebra classroom led to a stronger focus on conceptual understanding and improved learning of systems of linear equations for 59 seventh and eighth grade students using teacher journal data and district-mandated unit exam items. We found comparable, statistically significant learning gains in both treatment groups. We found that the focus on conceptual understanding was similar in the flipped and control classrooms, and the learning gains were statistically significant and similar in both groups. Explicit attention to the substance of the at-home videos and in-class activities is needed to use the flipped classroom model to successfully shift the instructional focus from procedural to conceptual understanding.

Authors

• Rebecca Kirvan, Old Mill High School

• Christopher R. Rakes, University of Maryland - Baltimore County

• Regie Zamora, Anne Arundel County Public Schools