Korean J. Math. Vol. 23 No. 1 (2015) pp.93-114
DOI: https://doi.org/10.11568/kjm.2015.23.1.93

Multidimensional teaching: Thoughtful ways of creating a flipped classroom

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Published: Mar 30, 2015
Keywords:
flipped classroom, inverted classroom, student-centered classroom, Cambourne's Conditions for Learning, pre-service teachers, math education
Mathematics Subject Classification:
97D40

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Hoyun Cho
Education Department Capital University Bexley, OH 43209, U.S.A
Carolyn Osborne
Education Department Capital University Bexley, OH 43209, U.S.A
Tobie Sanders
Education Department Capital University Bexley, OH 43209, U.S.A
KyungEun Park
Department of Mathematics Education Sungkyunkwan University Seoul, 110-745, Korea

Abstract

The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the "inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.


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