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ERIC Number: EJ1082175
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0738-0569
Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations
Kirvan, Rebecca; Rakes, Christopher R.; Zamora, Regie
Computers in the Schools, v32 n3-4 p201-223 2015
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 54 seventh- and eighth-grade students using teacher journal data and district-mandated unit exam items. Multivariate analysis of covariance was used to compare scores on three factors, "analyze," "model," and "solve" systems of linear equations. 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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A