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ETD Abstract Container

Abstract Header

Mathematics Teacher’s Experience with Flipped Learning: A Phenomenographic Approach

Speller, Sandra
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449855833

Abstract Details

, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Secondary Education.
Flipped learning has gain status in the education community in recent years. However, a review of earlier studies shows that the relationship associated with types of schools, teacher experiences and outcome spaces has still remained unchartered territory and there has been little discussion related to flipped classroom environment. To fill this gap, this phenomenographic study explored the experiences of flipped learning among six mathematics teachers from Northwest Ohio and southeast Michigan. Data was collected from classroom observations and individual teacher interviews. Their scope of experience with flipped learning has enabled me to compare strategies and approaches and develop an understanding of how the teacher identifies which approaches appear to work and under which circumstances. Conclusively, an examination of the six mathematics teachers gave an insight into what makes flipped learning effective both for the teacher as a means of “experiencing” the phenomenon of flipped learning and for the researcher to “experience” how the teacher experiences the phenomenon. This study is extending perspectives of research for flipped learning in mathematics education through the experiences of mathematics teachers.
Leigh Chiarelott (Committee Chair)
Chris Haskell (Committee Member)
Mark Templin (Committee Member)
Virginia Keil (Committee Member)
Education; Educational Technology

Recommended Citations

Citations

  • Speller, S. (n.d.). Mathematics Teacher’s Experience with Flipped Learning: A Phenomenographic Approach [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449855833

    APA Style (7th edition)

  • Speller, Sandra. Mathematics Teacher’s Experience with Flipped Learning: A Phenomenographic Approach. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449855833.

    MLA Style (8th edition)

  • Speller, Sandra. "Mathematics Teacher’s Experience with Flipped Learning: A Phenomenographic Approach." Doctoral dissertation, University of Toledo. Accessed APRIL 27, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449855833

    Chicago Manual of Style (17th edition)

toledo1449855833
2,166
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This open access ETD is published by University of Toledo and OhioLINK.