Systematic Literature Review of Flipped Classroom in Mathematics

Autor/inn/en	Fung, Chak-Him; Besser, Michael; Poon, Kin-Keung
Titel	Systematic Literature Review of Flipped Classroom in Mathematics
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 6, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Flipped Classroom; Teaching Methods; Blended Learning; Video Technology; Learning Activities; Outcomes of Education; Mathematics Instruction; Research Reports; Mathematics Achievement; Student Attitudes; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Lernleistung; Schulerfolg; Mathematics lessons; Mathematikunterricht; Research report; Forschungsbericht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Flipped classroom, which is also known as "inverted classroom", is an instructional strategy and a type of blended learning. It reverses the traditional teaching and learning approach by delivering the instructional content, often by video, outside the classroom and filling the in-class with different activities such as discussion. Since it has been coined in the late 1990s, its effect on students' learning outcomes has been fallen into a debate. Inconsistency of the use of in-class activities is one of the main reasons for the difficulties in making comparisons. This study systematically reviewed the current articles (n=12) of flipped classroom in mathematics to investigate the effect of flipped classroom (and their in-class activities adopted) on mathematics learning. Results indicated that the effect of flipped classroom in mathematics is still ambiguous in terms of students' academic performance and perceptions. Further investigation showed that effective flipped classroom, which yielded a better academic result than the traditional approach, always consists of discussion, teachers' feedbacks and peer-collaborative work. A framework of effective flipped classroom in mathematics is then suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01