Flipped Learning in Grade 7 and 9 Mathematics

This design-based study focused on supporting students in grade 7 and 9 math classes by implementing a flipped learning model. In this the researchers explored perceptions of teachers about benefits challenges technology-enhanced pedagogy such as learning. The was conducted from January to June 2021 with two junior high charter school Alberta specialization English language learning, at time when were shifting between in-person online frequently due COVID-19. Through approach, engaged reflective conversations journaling, surveyed their experiences data analytics reviewed videos embedded quizzes assigned pre-learning activities. Technological Pedagogical Content Knowledge (TPACK) framework used explore relationship technology, pedagogy, content knowledge for designing results demonstrated efficacy procedures, instruments, value extending involve more subject areas. Participants satisfied using approach improving students’ engagement, agency, mathematical understanding. Research can help inform schools any teaching scenario whether person, online, blended environments, employing emergency remote