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You cannot pause a teacher.

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At the high school level, many parents are unequipped to assist their children with homework. They prefer being able to get assistance from a video made by the teacher than to search the internet to find the right content.

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Parents can see exactly what the students are learning.

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"A 2005 AP-AOL News poll of 1,000 adults in the United States revealed that 37 percent recalled that they “hated” math in school. In the poll, more than twice as many people said they hated math as said they hated any other subject. (Th e poll was conducted by Ipsos, an international polling firm, and has a margin-of-sampling error of plus or minus 3 percentage points.)"

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(ACT, 2005) According to American College Test Program (ACT) approximately 40% of students are prepared for college level algebra, a required course for most colleges.

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"In an evaluation of math literacy of a random sampling of adults in the United States, 71 percent could not calculate miles per gallon on a trip, and 58 percent were unable to calculate a 10 percent tip for a lunch bill. Yet only 15 percent of those polled said they wished that they had learned more about or studied more math in school (Phillips, 2007)"

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Students are allowed to pause and replay videos. This eliminates the frantic writing notes and fear of missing something being said.

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Videos need to be easy to access and easy to view.

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Traditional classroom assessments celebrate content knowledge and memorization. Test-taking skills are not a good indicator of future success. Flipped learning requires student responsibility and higher-order thinking and problem-solving.

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Parents give mixed messages about how math is difficult but also that it's very important to learn for their future.

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Have math discussions which focus on the positive. Ask questions about when they still liked school. When did you start wishing it was the weekend? What made you stop liking math?

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Students are allowed to pause and review material at their own pace. This is not possible in a traditional classroom.

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Many students don't complete the homework. Because the work at home leads into what happens in class, there's more incentive to do the pre-work. When you learn the material in classtime, students feel as though they understand the material, so they don't need to do the homework.

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"Math ideas are connected to problems that students are naturally interested in solving."

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Ruffini (2014) talks about some possible issues.
1) Lack of access to technology for students to watch videos
2) Lack of teacher knowledge and technology to make videos
3) Increased effort for teacher prep

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Many people do not make math connections until adulthood. Kulkin tried to bring this closer to the topic when it was being taught.

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Student need to have a greater autonomy and motivation to learn the material. This may prove to be challenging at first.

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Classtime is valuable and shouldn't be wasted on passing information from one mind to the next. Instead, it should be spent on building connections and helping students think like mathematicians.

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(Niess, 2005)  Computers and technology are required in every field.

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When the video is online, it can be rewatched by students.

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They downloaded to iTunes so the students could watch on their mobile devices or on a desktop computer.

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Stress blocks the ability to learn in the prefrontal cortex. If a student is anxious in math class, he or she won't be able to learn. Reducing math-related stress is crucial before learning will occur.

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(Kutner, 1992) Math attitudes can be passed down from parents or teachers. Trying to learn math from someone who is afraid of math will shape a students perspective that math is something difficult and unachievable.

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Math autobiographies will give sight to what has worked in the past and what made the students struggle more.

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The traditional classroom often becomes a process of the teacher presenting the topic and the student regurgitating it back for the test.

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Students are familiar with the traditional approach to teaching. They are worried that flipped classroom will mean more work on the students end and less understanding. Even though the research shows that flipped learning is beneficial, this may not be enough to convince students who have been taught one way for a long time.

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The transition to a flipped classroom requires more work in the part of the teacher.

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Some students had a negative view on the flipped learning style. This may be due to having to take more responsibility over their own learning. Having to discover the knowledge for themselves requires more effect than being a passive listener of information.

Active learning also make students aware of what they don't know, which can also lead to negative attitudes.

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Even students who enjoy math will get bored if the same type of worksheets are used over and over again.

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Use whatever technology you are comfortable with and actually use.

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Students can watch the video at their own pace. Pausing and rewatching where they don't understand and going faster through parts they've already learned.

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Khan Academy offers free videos and lessons in a wide range of topics from preschool to advanced mathematics. These videos could be used to structure your flipped classroom or used as a supplement.

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When students are struggling, teachers need to determine if it is due to not understanding or not doing the work.

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At home, students should be learning in an unstructured environment. Learning problem solving shouldn't be a chore, but an exploration.

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Flipped classes are peer-centered and students are constantly collaborating.

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Flipped learning encourages student accountability.

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Every career, no matter how technical, will require some mathematical thinking. This will get more important as the world becomes more technologically advanced.

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Math is a skill needed in all aspects of life. Students who do well in math and science are more likely to enjoy school.

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The purpose of math is all about problem solving. While artists care more about proportions and ratios, carpenters need exact measurements or their products will not turn out

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The foundations of math are the higher order thinking that transfers to other subjects beyond mathematics.

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The number of linguistic learners has decreased in the recent generation. So while their parents may have been able to learn through memorization, today only 15% of students learn through listening and over 50% are visual learners. (Gardner, 2000)

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Explain to parents how negativity lends to being unsuccessful in math. Encourage them to challenge their children with math in their everyday lives.

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Allowing students to retest shows them you care more about their ability to learn than just completing the assessment.

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Have the students write report cards for the teacher. This shows you care about their learning and will give insight to ways in which you can improve.

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Use technology to make reachable goals. Easier to differentiate and create a less stressful environment.

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Teachers can create a step-by-step process to explain a problem.

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Teacher acts as a guide or facilitator in learning, rather than the point of all knowledge.

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Students are able to watch previous lessons that they have missed due to being absent or suspended.

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"Students transitioned from passive receptacles of learning to activators of learning."

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The teacher in the classroom needs to be the one making the video. There still needs to be a relationship for learning to occur.

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These videos are not like the movies seen in theater. To be engaging, they need to be interactive. Students must be doing something to show they've gain information.

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Allow students time and choice. More than one night to watch the video and other options than watching the video to show that learning has occurred.

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During class, students can be recorded to make additional videos.

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Students need an "achievable challenge". That means differentiating for different student capabilities.

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More time for one-one-one instruction and small group activities for struggling students to get help from the teacher.

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Students do the most difficult tasks in the presence of the expert, while the easier part, receiving the process, is done at home.

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Students get help immediately when they need it. Flipped classrooms allow teachers to go to students individually and answer questions.

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In class, you can do small group mini-lessons while the other students work independently. These can be recorded and put online for viewing later. This allows students to see problems that were specifically designed for them.

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The students recognized that the greatest benefit of the flipped classroom is getting to have discussions in class with their peers.

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Students need time to do activities, but also to process and practice new knowledge.

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Parents saw students were acting more independently which increased engagement and rigor.

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There is a strong relationship between student activity and student success.

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Students are often distracted by their cellphones, browsing the internet and chatting with their friends. The flipped classroom encourages class participation which will help reduce these distractions.

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Students may not like a method of teaching so unlike their previous experience. Explain the thought process and show it's grounded in data.

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Students can work on long, inquiry based problems. They can do group work or research that there normally wouldn't be time for.

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There is much research that tells about the benefits of collaboration for student learning. Traditional teaching allows for collaboration, but without the support of a teacher, students won't collaborate in meaningful ways. Rather than discussing the problem, they will split it into parts.

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Teams should be heterogeneous and you should tell them how you formed the teams. Be as clear as possible to gain buy in.

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The teacher needs to provide clear, consistent explanations as to what is expected.

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The teacher needs to provide guiding questions while the students watch the video. They need to be at various difficulty levels so the students can be quickly assessed.

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If classtime is not well structured, students don't know what to expect when they come into a flipped classroom.

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Introduce students to the format in a low-stakes environment. Perhaps have a video and quiz based on the syllabus.

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"The first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. "

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Teachers should chose problems based on the students' interests.

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As the year progressed, the amount of missed assignments greatly reduced. The students were able to get used to the concept and figured out what they needed to do.

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(Pierce and Fox) 80% of students felt as though the flipped style helped their ability to do well on the final. 34% of students said they wished more professors would use this style of teaching.

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In a study of undergraduate chemistry students, Rau found that collaborative learning did not lead to significant improvements over traditional lecture-based classes. However, when cooperative learning was combined with flipped classes, student attitudes and overall grades were higher.

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Group work increased both social and academic skills.

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Students who self-regulate their learning have higher rates grades and retain the information for longer

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Plant et al. (2005) The quality of studying is a much higher indicator of student success than the amount of time they spend on it. If teachers are able to get students to focus on what is most important, it shouldn't need to take a long time.

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The teacher should set the expectations within the first several days. They should be clear and revisited throughout the year.

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The medium level students viewed the videos earliest and more frequently than the higher- and lower-level students.

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Use cross-curricular activities to solve meaningful problems.

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Failing courses lowers a students self-esteem and confidence in their ability to perform difficult mathematics.

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Group work allows students to contribute to the overall learning of the class. It builds confidence while increasing understanding.

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Working in teams allows students to try out new ideas without the fear of judgement or a harsh grade from the teacher.

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(Zhang, Zhou, Briggs, & Nunamaker, 2006) The format of a video has been found to improve online learning.

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Students were more willing to do advanced problems with the teacher there to assist. The real-world application problems allowed them to make connections.

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In-class software allowed students to gain better retention and move away from memorization. Instead, they understood the material on a conceptual level.

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The unfamiliar format of the classroom time feels chaotic to some students. They feel as though they will get left behind.

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Assessments with a deeper analysis and high-order of thinking requires more time to evaluate for the teacher.

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While student examination grades stayed the same, student perception and engagement was greatly increased. They found the material more approachable and were able to feel more confident.

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Group work allows students to be responsible for their own learning but also the learning of the other members of the group.

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Parents are able to watch the video, learn the material, and help their children.

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An overwhelming percentage of students said they preferred the flipped learning style and it was able to deeper their understanding of the topics.

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Teachers need to prepare instruction for the students to gain content while at home.

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Outside of class, the students get the general idea. Then in class, the teacher is able to help make deeper connections and assist in real-world problems.

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Students come to class prepared and feel there is less prejudice to the subject. This is especially important in a subject such as mathematics where the students often have very low confidence in the subject area.

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During the freed up classtime of flipped learning, teachers may choose to have their students partake in Team-based Learning (TBL) or Problem-based learning (PBL).

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Students feel as though they are "teaching themselves" as opposed to being taught by the teacher.

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In a  pharmaceutics course, 89.5% of students preferred the flipped approach after the course whereas 34.6% of students said they preferred flipped classrooms before the course.