STRUCTURE VS. PEDAGOGY: THE IMPACT OF A FLIPPED CLASSROOM MODEL OF INSTRUCTION ON FIFTH-GRADE MATHEMATICS STUDENTS

The Flipped Classroom model of instruction is being implemented at all levels of schooling and academic areas; yet, there is very little research regarding its effectiveness This study attempted to expand this body of research by looking at the Flipped Classroom model as it was implemented in fifth-grade mathematics classrooms As enacted in this study, the model involved students watching a video lecture at home and then completing traditional homework in class the next day The participants were 112 fifth-grade students from four classrooms in a Midwestern suburban school district Qualitative and quantitative data were collected through classroom observations, interviews, and posttests The Mathematics Teaching Practices were used as a framework to analyze the classroom instruction Further, research on students’ conceptual understanding of decimals and fractions formed the basis for understanding student thinking during interviews The data suggested that the Flipped Classroom model, as enacted in this study, strongly supported the use of rules and procedures, not always accurately, to the detriment of developing conceptual understanding Of equal concern was that low-achieving students had less access to the videos at home and more frequently found them frustrating or confusing Implications for mathematics education leaders are provided.