Mathematics Teachers’ Attitudes and Intentions Towards Instructional Videos as Part of a Flipped Learning Model

Teachers’ attitudes and intentions play an integral role in the integration of technology into their lesson designs for mathematics. All K-8 students at the research site are now one to one with a device, either a tablet or laptop, depending on their grade level. It is up to teachers to determine how and when to integrate technology into their instructional design for mathematics. The purpose of this action research was to evaluate and describe mathematics teachers’ attitudes and intentions for integrating instructional videos as part of a flipped learning instructional model. The following questions served to guide this cycle of action research: (1) What are teachers’ attitudes towards using instructional videos as part of flipped learning? (2) What are teachers’ intentions towards using instructional videos as part of flipped learning? (3) What supports do teachers need to be successful with integrating instructional videos for flipped learning in mathematics? (4) What challenges do teachers anticipate could hinder the use of instructional videos for flipped learning in mathematics? This study used a descriptive mixed methods approach. 43 teachers from a K-8 school site in Fresno, CA participated. Quantitative data was collected through a survey administered to all teachers responsible for teaching mathematics for part or all of their duty day. The survey consisted of Likert-type items to evaluate and describe participants perceptions for using instructional videos as part of a flipped learning model of mathematics. Findings from the survey indicated that teachers see value in instructional videos and flipped learning. Qualitative data was collected through one-on-one semi-structured interviews with 8 participants who also responded to survey. The themes that emerged from the data revealed that teachers associate instructional videos and flipped learning for mathematics instruction with benefits for both teaching and learning. Participants also identified specific challenges and supports they would need for success. Recommendations are provided regarding next steps to support flipped learning in mathematics instruction as well as for future research