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Award ID contains: 1721025

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  1. (, The Mathematics teacher)
    null (Ed.)
    Accepted Manuscript Full Text Available
  2. (, The mathematics teacher)
    Full Text Available 
  3. (, Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available
  4. (, Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available
  5. ; ; ; ; (, Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available
  6. ; ; (, Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Flipped instruction is being implemented in an increasing number of mathematics classes but the research base is not yet well developed. Many studies of flipped instruction involve a small number of flipped classes being compared to non-flipped classes, but this methodology fails to account for variations in implementations. To aid in the systematic attention to variation, this article presents a framework for flipped mathematics instruction that identifies key features of the videos assigned as homework as well as features of the in-class activities. The components of the framework are accompanied by proposed quality indicators to further distinguish between flipped implementations that are structurally similar but different in enactment 
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    Accepted Manuscript Full Text Available