Flip your classroom: Reach every student in every class every day

Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education

Flipped classroom, as an innovative and effective approach, has been widely applied in language teaching and learning, but little is known about primary students’ and teachers’ perceptions of gamified flipped classroom. This research conducted a 1-year project on gamified flipped English as a foreign language classroom among 277 primary students and 8 teachers. Data concerning students’ and teachers’ perceptions were collected by means of in-class observations, interviews, meeting minutes, researchers’ observation logs, and teachers’ and students’ self-reflections and were analyzed according to the grounded theory and thematic analysis. The results showed that both students and teachers agreed on such advantages of gamified flipped classroom: increased learning motivation and engagement, developed learning skills and confidence, and improved learning performance and outcomes. However, teachers considered pre-class self-learning as an essential part of flipped classroom and played an important role in helping students remember and understand the basic knowledge so that more time was available in class for gamified and interactive activities that aimed to assist students’ applying, analyzing, and evaluating of the knowledge, yet not all students indicated favorable attitude toward it. Such differences were probably related to the students’ understandings of the flipped classroom, English proficiency levels, self-regulated learning skills, and ages.

Gamified flipped EFL classroom for primary education: student and teacher perceptions

Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction

In this study, we evaluated student perceptions of the flipped classroom model and its effects to students’ performance and attitudes to mathematics. A randomized controlled trial with 91 high school algebra students was conducted. The experimental group participated in a year-long intervention of the flipped classroom model while the control group followed the traditional lesson delivery. Results of the year-end evaluation of this model showed positive student perceptions. An analysis of covariance of the algebra post-test score with learning model as treatment factor and pre-test as covariate resulted in a significant treatment effect at .05 level of significance. A paired-sample t-test by treatment group to compare pre-test and post-test math attitude scores resulted in a significant decrease in the control groups’ value of mathematics while the experimental group had a significant positive change in their confidence and enjoyment of mathematics.

/pdf/flipped-classroom-model-effects-on-performance-attitudes-and-1z4a6w5f04.pdf

Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra

Our study compared a flipped class with a standard lecture class in four introductory courses: finite mathematics, precalculus, business calculus, and calculus 1. The flipped sections watched video lectures outside of class and spent time in class actively working on problems. The traditional sections had lectures in class and did homework outside of class. No statistical difference was found in test scores of the students, though qualitative data indicated potential problems with implementing the flipped pedagogy. Specifically, many students had negative opinions of the flipped model, and attitudes toward math in general tended to decline, comparatively, for students in the flipped class.

/pdf/flipping-freshman-mathematics-2giubwjbs1.pdf

Flipping Freshman Mathematics

We explain the PageRank algorithm and its application to the ranking of football teams via the GEM method. We then modify and extend the GEM method with the addition of more football statistics to look at the possibility of using this method to more accurately rank teams. Lastly, we compare both methods by aggregating each statistical ranking using the cross-entropy Monte Carlo algorithm.

/pdf/an-application-of-google-s-pagerank-to-nfl-rankings-1l83wtxt73.pdf

An application of Google's PageRank to NFL rankings

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Flipping Freshman Mathematics

An application of Google's PageRank to NFL rankings