Lesson observations indicated MathsFlip was delivered well, with class behaviour reflecting key components of a flipped learning approach¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Observations of maths lessons in four treatment schools found pupils shared home learning, engaged in problem-solving and differentiated challenge activities, suggesting good fidelity. → Rudd 2017

Evidence¶

Rudd 2017¶

Rudd, P., Villaneuva Aguilera, A. B., Elliott, L., & Chambers, B. (2017). MathsFlip: Flipped Learning — Evaluation report and executive summary. Education Endowment Foundation. https://www.isrctn.com/search?q=&filters=intervention%3AMathsFlip%2CfunderName%3AEducation+Endowment+Foundation&searchType=advanced-search

q2 · i? · causal · r2

Fidelity assessment via training attendance (16 teachers from 11 treatment schools at two-day sessions) and hour-long lesson observations in four randomly chosen treatment schools in March–April 2015, using an observation sheet based on Bloom's taxonomy cognitive dimensions to detect Higher Order Thinking Skills. The report notes limited fidelity data means it cannot be sure implementation failure was not responsible for the lack of impact.

"In summary, the data from the su rveys, focus groups, and observati ons suggests that MathsFlip was delivered well and behaviour in the class reflected the key components of a flipped learning approach."

Discussion¶

Related Claims¶

• Ongoing technical and pedagogical support plus ample mathematics resources were the two elements teachers identified as key to successful implementation — related
• Home internet access gaps and pupil independence were key challenges; schools used homework clubs, and an estimated 10–15% of pupils did not do home tasks — related