Systematic literature review of flipping classroom in mathematics

Chak-Him Fung; Michael Besser; Kin-Keung Poon

doi:10.29333/ejmste/10900

Systematic literature review of flipping classroom in mathematics

Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung

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Systematic literature review of flipping classroom in mathematics. / Fung, Chak-Him; Besser, Michael; Poon, Kin-Keung.
in: EURASIA Journal of Mathematics, Science & Technology Education, Jahrgang 17, Nr. 6, em1974, 15.05.2021.

Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung

Bibtex

@article{bcf454ec0def47b49bcacee220999f7e,

title = "Systematic literature review of flipping classroom in mathematics",

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.",

keywords = "Didactics of Mathematics, flipped classroom, mathematics, literature review, performance and perceptions, framework, Empirical education research",

author = "Chak-Him Fung and Michael Besser and Kin-Keung Poon",

year = "2021",

month = may,

day = "15",

doi = "10.29333/ejmste/10900",

language = "English",

volume = "17",

journal = "EURASIA Journal of Mathematics, Science & Technology Education",

issn = "1305-8215",

publisher = "iSER, INTERNATIONAL SOCIETY OF EDUCATIONAL RESEARCH",

number = "6",

}

RIS

TY - JOUR

T1 - Systematic literature review of flipping classroom in mathematics

AU - Fung, Chak-Him

AU - Besser, Michael

AU - Poon, Kin-Keung

PY - 2021/5/15

Y1 - 2021/5/15

N2 - 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.

AB - 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.

KW - Didactics of Mathematics

KW - flipped classroom

KW - mathematics

KW - literature review

KW - performance and perceptions

KW - framework

KW - Empirical education research

UR - http://www.scopus.com/inward/record.url?scp=85106570222&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/b9371aeb-09b6-3391-883f-7b0bcdd5b3b9/

U2 - 10.29333/ejmste/10900

DO - 10.29333/ejmste/10900

M3 - Scientific review articles

AN - SCOPUS:85106570222

VL - 17

JO - EURASIA Journal of Mathematics, Science & Technology Education

JF - EURASIA Journal of Mathematics, Science & Technology Education

SN - 1305-8215

IS - 6

M1 - em1974

ER -