Fostering Student Engagement with the Flip

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Amanda J. Moore
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Matthew R. Gillett
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Michael D. Steele
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Reflections on the design and implementation of the flipped instruction model in two mathematics classrooms.

Supplementary Materials

    • Supplemental Materials (DOC 38 KB)

Contributor Notes

Amanda J. Moore, lovea@pennfield.net, teaches seventh-grade mathematics at Pennfield Middle School in Battle Creek, Michigan. She is interested in the use of technology to teach high cognitive demand tasks and in student discourse in middle school classrooms.

Matthew R. Gillett, mgillett@armadaschools.org, teaches eighth-grade mathematics and first-year algebra at Armada Middle School in Armada, Michigan. His interests include applying technology to mathematics curriculum, teaching geometry through conceptual applications, and teaching students how to reason and communicate mathematics.

Michael D. Steele, steelem@uwm.edu, is an associate professor of mathematics education at the University of Wisconsin-Milwaukee. His interests include the development of mathematical knowledge for teaching, the design of teacher education and professional development, and discourse and argumentation in high school classrooms.

(Corresponding author is Moore lovea@pennfield.net)
(Corresponding author is Gillett mgillett@armadaschools.org)
(Corresponding author is Steele steelem@uwm.edu)
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