Patterns in Empirical Studies of Flipped Mathematics Instruction: A Literature Review

• In Event: Studying Flipped Mathematics Instruction in Secondary and Postsecondary Contexts

Abstract

Objective
In conjunction with and subsequent to the increase in the number of teachers adopting flipped instruction, there has been an increase in the number of mathematics educators examining this instructional model. Despite the growing body of research, little is known with regard to the overall landscape of flipped mathematics instruction. In particular, the contexts in which flipped instruction is adopted, the characteristics of teachers adopting flipped instruction, and the impacts (if any) of this instructional model in mathematics are not well captured. We conducted a comprehensive review of the literature to provide an overview of what is known with regard to this relatively new and popular model of instruction.

Theoretical Position
In this study we drew on the Flipped Mathematics Framework (AuthorsC) to characterize the literature related to flipped instruction in mathematics. This framing allowed us to characterize the ways in which flipped instruction has been conceptualized in prior studies. The following research questions guided this review of the literature:
What characterizations of flipped mathematics instruction exist in the literature?
What methodological approaches have researchers undertaken in studying flipped instruction?
What impacts on student learning, if any, have been found with regard to flipped mathematics instruction?

Data Sources & Methods of Inquiry
We began our review of the literature by defining our search terms (e.g., flipp*; flip*). We then used these terms to search the ERIC database and individual, top-tier journals in technology and mathematics education. These searches yielded 884 articles. After reading the abstracts and having two coders apply our inclusion and exclusion criteria we had 117 articles for analysis. Each article was read and summarized for various aspects (definition of flipping, participants, research questions, etc.). We then utilized iterative rounds of coding to establish themes related to the characterization of flipped instruction, research methodologies, and outcomes.

Findings
We found that definitions of flipped mathematics instruction were often implicit. When they were clearly stated, they often varied among studies. For example, one study characterized flipped instruction as instruction in which any multimedia was assigned for homework whereas another defined flipped instruction as the use of lecture videos specifically. Similarly, approaches to studying flipped instruction vary. Several studies involved researchers’ own enactments of flipping a particular course while others conducted more rigorous comparisons of flipped and non-flipped sections of the same course. Finally, measures of student learning frequently comprised course grades. In some studies there was the use of pre and post assessments, however, these were less common. The use of standardized assessments or other more reliable measures were not prevalent.

Significance of Work
Studies related to flipped mathematics instruction are still relatively few in number, though growing rapidly. Our review captures the various models of flipped instruction teachers are adopting and the ways in which researchers are attempting to capture the impact of those models. This work illustrates directions for future work and highlights the need for researchers to carefully articulate the instructional models they study beyond the label of flipped instruction.

Authors

• Zandra de Araujo, University of Missouri

• Samuel Otten, University of Missouri - Columbia