Flipping Math in a Secondary Classroom
Kevin J. Graziano, School of Education, Nevada State College, United States ; John D. Hall, Global High School, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to examine the academic performance of English Language Learners who received flipped instruction in an algebra course at a newcomer high school, and to investigate ELL perceptions of flipped learning. Results indicate that students of this study were engaged with flipped instruction, were motivated to learn algebra, believed flipped instruction was effective, and enjoyed the course structure more than a traditional classroom. Results also indicate that students enrolled in the flipped course performed slightly higher than their ELL peers who received traditional instruction.
Graziano, K.J. & Hall, J.D. (2017). Flipping Math in a Secondary Classroom. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 192-200). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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