 So our question was how can flipped instruction mathematics affect student engagement and student learning? And if you haven't heard of flipped instruction before basically it means that we provide short instructional videos online They are posted to our websites and students watch them for homework So we were hoping that the math videos would front load them so that they were more prepared to work on more real-life Problems or problem-solving in class. So we also hope that with the student engagement We could actually focus more on the at-risk students So by front-loading them reducing anxiety increasing confidence We were hoping to have more student engagement and learning. So what did we do? We started in January with a pre-survey. We wanted to see what were the students opinions of math How did they like math and then also what did they think about watching math videos for homework? So in our final survey We gave the kids an opportunity to tell us what they did like about the videos what they got out of the videos And so we decided to share some direct quotes. These are the words of our students It makes me feel like just one teacher is just teaching me. I like that I can pause the videos and replay parts when I'm stuck Because before if you were away and you missed the math lesson You'd either have to stay after school or ask a friend But now if you miss school you can watch online wherever and whenever you want The videos provide a studying system and help me a lot. I Can finish math earlier and have more time for other subjects Gives me a head start on the next lesson. So before starting at the next day, I can understand it It's better than having a ton of homework. I Can use them for studying clarification and a refresher for a test It makes me feel more comfortable on cyber days So as the videos became part of our math routine We found that more of our math class time was used for practical application and practice of the concepts We were teaching our students. We observed that our stronger students were more engaged during class time They felt less frustrated because they could start assignments independently and they didn't have to sit through a whole class lesson that they didn't need We noticed that because of increased exposure to the concepts and their increased confidence Students were able to come up with more personalized questions to help them understand the concepts They would come to class with quite with specific questions And we also found that we could cover more concepts in a shorter period of time Then in our previous practice years of teaching