Texas Tech University

Raymond Flores, Ed.D.

Associate Professor
Teacher Education Department

Email: raymond.flores@ttu.edu

Phone: 806-834-8598

Office: Education 364

Raymond Flores is an assistant professor of mathematics education in the Department of Teacher Education. Since the fall of 2013, he has served as an anchor for undergraduate mathematics education at the College of Education. Prior to coming to Texas Tech, he was program chair of the middle/secondary mathematics education program at Wichita State University, 2011-2013.


  • Ed.D. Instructional Technology, Texas Tech University, 2011
  • M. S. Mathematics, Texas Tech University, 2007
  • B.S. Mathematics, Angelo State University, 2003

Areas of Expertise

  • Mathematics Education
  • Instructional Technology
  • Teacher Preparation
  • Web-based Personalized Learning

Selected Publications

Inan, F., Yukselturk, E., Kurucay, M., Flores, R. (In Press).The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course. International Journal on E-Learning.

Flores, R., Koontz, E., Inan, F., & Alagic, M. (2015). Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms. Educational Studies in Mathematics Education, 89(2), 267-281. DOI: 10.1007/s10649-015-9597.

Inan, F. A., Crooks, S. M., Cheon, J., Ari, F., Flores, R., Kurucay, M., & Paniukov, D. (2015). The reverse modality effect: Examining student learning from interactive computer‐based instruction. British Journal of Educational Technology, 46(1), 123-130.

Flores, R., Krutka, D.G., Mason, K. & Bergman, D.J. (2014). From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form. Journal of Technology and Teacher Education, 22(4), 401-421. Chesapeake, VA: SITE.

Flores, R. & Inan, F. (2014). Examining the Impact of Adaptively Faded Worked Examples on Student Learning Outcomes. Journal of Interactive Learning Research, 25(4), 467-485.

Ari, F., Flores, R., Inan, F., Crooks, S., Cheon, J., Kurucay, M., & Paniukov, D. (2014). The Effects of Verbally Redundant Information on Student Learning: An Instance of Reverse Redundancy. Computers & Education, 76, 199-204.

Krutka, D.G., Bergman, D., Flores, R., Mason, K., & Jack, A.R. (2014). Microblogging about teaching: Nurturing participatory culture through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40(1), 83-93.

Flores, R., Inan, F., & Lin, Z. (2013). How do the Different Types of Computer Use Affect Math Achievement? Journal of Computers in Mathematics and Science Teaching, 32(1), 535-555.

Coward, F., Crooks, S.M., Flores, R., & Dao, D. (2012). Examining the Effects of Gender and Presentation Mode on Learning from Multimedia Presentation. GENEROS-Multidisciplinary Journal of Gender Studies, 1(1), 48-69.

Flores, R., Ari, F., Inan, F. A., & Arslan-Ari, I. (2012). The Impact of Adapting Content for Students with Individual Differences. Journal ofEducational Technology & Society, 15 (3), 251–261.

Crooks, S., Inan, F., Cheon, J., Ari, F. & Flores, R. (2012). Modality and Cueing in Multimedia Learning: Examining Cognitive and Perceptual Explanations for the Modality Effect. Computers in Human Behavior, 28(3), 1063–1071.

Cheon, J., Crooks, S., Inan, F., Flores, R., & Ari, F. (2011). Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction. Journal of Educational Multimedia and Hypermedia, 20(2), 117-133.

Inan, F., Flores, R., Ari, F., & Arslan-Ari, I. (2011). Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment. Journal of Interactive Learning Research, 22(4), 465-487.

Inan, F., Flores, R., & Grant, M. (2010). Perspectives on the Design and Evaluation of Adaptive Web Based Learning Environments. Contemporary Educational Technology, 1(2), 148-159.

Flores, R., Coward, F., & Crooks, S.M.  (2010). Examining the Influence of Gender on the Modality Effect. Journal of Educational Technology Systems, 39(1), 87-103.


Editor Reviewed/Invited:

Flores, R., Krutka, D.G., Mason, K., & Bergman, D.J. (2013). More Like a Conversation: Cultivating Reflective Dialogue With a Student-Centered Classroom Observation Form. PDS Partners, 9(2), 15.


Non-Peer Refereed Publication:

Inan, F., Flores, R., & Ari, F. (2013). Final Progress Report: APS4Math- Texas Tech University, Next Generation Learning Challenges-Wave II. Lubbock, TX.


Book Chapters:

Inan, F., Ari, F., Flores, R., Arslan-Ari, I., & Zaier, A. (2013). Adaptive Online Learning Systems. In K. Cagiltay & Y. Goktas (Ed.), Foundation of Instructional Technology: Theories, Research, and Trends (pp. 227-236). Ankara, Turkey: Pagem.

Fehr, M., Agnello, M., Crooks, S., Inan, F., & Flores, R. (2012). The birth of a survey: Developing an assessment of preservice teachers' diversity awareness. In Hansel Burley (Ed.), Cases on Institutional Research (pp. 288-304). Hershey, PA: IGI Global.


Flores, R., Olivarez, A., & Pearce, K.  (2009). Assessing the Psychometric Soundness of a Mathematics Placement Exam: A Thorough Examination.  VDM Verlag, Saarbrücken, Germany.