Despite the growing popularity of both flipped classrooms and digital manipulatives, there is a need for empirical research to examine the impact of combining these instructional strategies in the context of an Algebra 1 course (Alsaeed, 2017; Brown et al., 2001). This study is grounded in Kolb's learning cycle, the Technological Pedagogical Content Knowledge (TPACK) framework, and constructivist learning theory. An action research methodology will be employed, utilizing a three-phase design. In the first phase, baseline data on students' academic performance using traditional teaching methods will be collected. In the second phase, students will be exposed to a blended classroom model with digital manipulatives. In the final phase, students will be exposed to the flipped classroom model with digital manipulatives. Data analysis will involve comparing standardized assessment scores and formative evaluations between students taught using the flipped classroom model with digital manipulatives and those taught using traditional methods. It is hypothesized that students exposed to the flipped classroom model with digital manipulatives will demonstrate higher academic performance on both standardized assessments and formative evaluations. Also, students taught using the flipped classroom approach with digital manipulatives will achieve higher grades in assessments (e.g., quizzes, exams) compared to students taught through traditional methods. The findings of this study aim to provide empirical evidence on the effectiveness of integrating flipped classroom models with digital manipulatives in enhancing student learning outcomes in Algebra 1. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]