By Judith Albanese and Sarah B. Bush, Posted March 30, 2015 – 

As middle school teachers, we are faced with the everyday challenge of keeping adolescents engaged with meaningful mathematics tasks. The current world of technology draws our students’ attention now more than ever. Cell phones, computers, tablets, iPads^®, and more allow students to access information at their fingertips. In 2014, The Journal published results of the Speak Up Survey about technology trends in education. The survey reported that 46 percent of teachers are using video in their classrooms and that one-third of students are accessing videos online to receive homework help. We ask, if middle school students are already accessing videos for homework help, why not flip the method of how students learn and allow students to access videos for homework and use class time to engage in meaningful mathematical tasks and discussion with their peers?

A flipped classroom model, according to the Flipped Learning Network, is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space. As a result, the classroom teacher has freedom to revolutionize the learning space to a student-centered environment in which students are engaged in their work and conversations with classmates. The classroom teacher then serves as a facilitator of learning, rather than the “sage on the stage.” With the flipped classroom model, students are assigned a video that the educator has either created or found to introduce key concepts of a lesson. For homework, students watch the video, keep a record of key ideas and questions, and attempt practice problems that are prompted in the video. The following class day, students work in small groups and apply the information learned to meaningful tasks by means of hands-on activities, station explorations, or activities that have real-world or interdisciplinary connections. With the classroom teacher as the facilitator, and the students actively engaged in tasks, classroom teachers are able to nurture the development of the CCSSM Mathematical Practices in their students.

In addition to freeing up classroom time for meaningful and engaging activities, the flipped classroom design has other important benefits. For example, this design allows for differentiated instruction because students can work at their own pace and be strategically grouped with other students (rather than listening to direct instruction). Through this student-centered environment, students can engage in CCSSM Mathematical Practice 3, as they have the opportunity to construct viable arguments and critique the reasoning of others. In so doing, they can begin to take ownership of their learning. For example, when students are learning to solve multiple-step equations, there are many entry points to begin solving a problem. Student-centered learning, via the flipped classroom model, is flexible and allows for multiple solution strategies. When students complete the homework portion of the flipped classroom, they are able to re-watch the lesson to help them as they learn, allowing them to work at their own pace.

Our goal, as middle school teachers, is to help students become proficient in mathematics, with both conceptual understanding and procedural fluency, all while building students’ confidence in these abilities. A flipped classroom gives the teacher the time and flexibility needed to create the critically needed student-centered environment. It is only in this type of classroom environment that teachers can begin to implement the Mathematics Teaching Practices advocated in NCTM’s publication Principles to Actions: Ensuring Mathematical Success for All. When implemented correctly, this classroom design shows promise.

We encourage you to research the flipped classroom model. We also suggest that you attend sessions on flipped classrooms at the NCTM 2015 Annual Meeting or read a piece by Linda Gojak, past NCTM president, to further explore the elements of effective instruction as she considers critical questions beyond the flipped classroom model. 

Judith Albanese, jalbanese@stleonardlouisville.org, is a middle-grades mathematics teacher at St. Leonard School in Louisville, Kentucky. She seeks to develop her students' conceptual understanding of mathematics by implementing instruction and activities that are engaging and relevant to her students.

Sarah B. Bush, sbush@bellarmine.edu, is an assistant professor of mathematics education at Bellarmine University in Louisville, Kentucky. She is a former middle-grades mathematics teacher who is interested in interdisciplinary and relevant and engaging math activities.