In a classroom-based intervention utilizing the flipped classroom model, students showed increased performance and satisfaction. During a 2-year experiment in an 11th and 12th grade AP Calculus course, the teacher recorded lectures to be watched at home via the Internet and used class time for problem solving, reversing the standard educational model. Compared with the previous year, average student AP score increased, as did the percentage of students who earned scores eligible for college credit. In a qualitative survey, students unanimously preferred the new format and reported lowered stress and anxiety levels related to homework and learning. Implications for instructional technology, classroom pedagogy, and future technological advances are discussed. Problem Statement and ContextPen and touch technology appear to present exciting applications for educators. This paper explores the potential impact on student learning and satisfaction through the use of tablet PCs and screencasting. In particular, this chapter examines the impact of one implementation of the flipped classroom model in AP Calculus AB.1 High school mathematics classrooms often deserve the commonly held notion of a boring, rigid learning environment where the teacher lectures and the students repetitively practice problems from a textbook until the skill is mastered. The problem is that lecturing to a classroom full of students is not a meaningful discussion; it does not require students to participate in their learning process.The motivating factor for change in this project was to reduce students' stress levels. Anxiety undermines a student's ability to reach his/her full potential and master challenging AP level mathematics. An unreasonable amount of anxiety and 1 The success of the flipped classroom model in the AP Calculus Classroom has garnered attention from a number of media sources including: USA Today, The Washington Post, and CNN.S. Roshan ( ) Bullis School,

No abstract