Source: UM researchers awarded $450,000 grant to study 'flipped classrooms'
My amazing colleague Sam Otten has been running the Math Ed Podcast for several years. Each episode features a mathematics education scholar talking about a recent publication. You can get the behind the scenes thinking that went into the paper. I highly recommend using these podcasts with students and sharing them with others. There are … Continue reading My Math Ed Podcast Episode
The big takeaway from this article is this: What is intuitive regrading teaching mathematics with English learners is often not what is best.
I am currently the Principal Investigator on an NSF-Funded grant studying Flipped Mathematics Instruction. Visit this site to learn more.
This article is part of our Flipped Mathematics Project and investigates whether a flipped mathematics teacher's creation of videos is best characterized as design or implementation.
We investigated one teacher’s decisions in response to the difference between the intended meaning of a mathematical problem and her student’s understanding. The student—an English language learner—had a different interpretation of the mathematical scenario related to one particular clause in the problem that was, ironically, intended to be explanatory but ended up obscuring intended meaning and therefore impacted the student’s solution.