Systematic Literature Review of Flipped Classroom in Mathematics
More details
Hide details
The Education University of Hong Kong, HONG KONG
Leuphana Universität Lüneburg, GERMANY
Publication date: 2021-05-15
EURASIA J. Math., Sci Tech. Ed 2021;17(6):em1974
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.
Attali, Y., & Van Der Kleij, F. (2017). Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving. Computers & Education, 110, 154-169.
Baker, J. W. (2000). The Classroom Flip: Using Web Course Management Tools to Become the Guide by the Side. Selected Papers from the 11th International Conference on College Teaching and Learning, Jacksonville.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Read every student in every class every day. International Society for Technology in Education.
Bernard, J. S. (2015). The flipped classroom: fertile ground for nursing education research. International Journal of Nursing Education Scholarship, 12(1), 99-109.
Bernard, R. M., Borokhovski, E., & Tamim, R. M. (2014). Detecting bias in meta-analyses of distance education research: big pictures we can rely on. Distance Education, 35(3), 271-293.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: a survey of the research. In 120th ASEE National Conference and Exposition, Atlanta, GA (Paper ID 6219). American Society for Engineering Education.
Boevé, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance. Higher Education: The International Journal of Higher Education Research, 74(6), 1015-1032.
Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals (1st ed.). Longmans Green.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology and Society, 19(3), 134-142.
Buch, G. R., & Warren, C. B. (2017). The Flipped Classroom: Implementing Technology to Aid in College Mathematics Student’s Success. Contemporary Issues in Education Research, 10(2), 109-116.
Chua, J. S. M., & Lateef, F. A. (2014). The flipped classroom: viewpoints in Asian universities. Education in Medicine Journal, 6(4), 20-26.
Cooper, H.M. (2007). Evaluating and interpreting research synthesis in adult learning and literacy. National College Transition Network, New England Literacy Resource Center/World Education.
Cooper, H. M. (2010). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Sage.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: ten years of experience and results. American Journal of Physics, 69(9), 970-977.
Delozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: a review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.
Dove, A., & Dove, E., (2017). Flipping Preservice Elementary Teachers’ Mathematics Anxieties. Contemporary Issues in Technology and Teacher Education (CITE Journal), 17(3), 312-335.
Gafoor, K. A., & Sarabi, M. K. (2015, November). Nature of Mathematics That Impacts Difficulties in Learning It: A Comparison of Student Perspectives on Learning School Subjects from Kerala [Paper presentation]. All India Association for Educational Research Annual cum International Conference on Standards and Benchmarks for Excellence in Learning, Teaching and Research, India.
Giannakos, M. N., Krogstie, J., & Chrisochoides, N. (2014). Reviewing the flipped classroom research: reflections for computer science education. In Proceedings of the Computer Science Education Research Conference (pp. 23-29). ACM.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.
Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 36-52.
Graziano, K. J. (2017). Peer Teaching in a Flipped Teacher Education Classroom. TechTrends: Linking Research and Practice to Improve Learning, 61(2), 121-129.
Guitert, M., & Pérez-Mateo, M. (2013). La colaboración en la red: hacia una definición de aprendizaje colaborativo en entornos virtuales [Collaboration on the web: towards a definition of collaborative learning in virtual environments]. Revista Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 14(1), 10-31.
Hwang, G.-J., & Lai, C.-L. (2017). Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses. Educational Technology and Society, 20(1), 184-197.
Isabel B., Stefan R., & Mikko V. (2014). Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students. International Journal of Engineering Pedagogy (iJEP), 4(3), 11-17.
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35.
Kosko, K., & Miyazaki, Y. (2012). The Effect of Student Discussion Frequency on Fifth-Grade Students’ Mathematics Achievement in U.S. Schools. The Journal of Experimental Education, 80(2), 173-195.
Kostaras, V. (2017). Flipped Classroom: A Literature Review on the Benefits and Drawbacks of the Reversed Classroom (Dissertation).
Lelean, H., & Edwards, F. (2020). The impact of flipped classrooms in nurse education. Waikato Journal of Education = Te Hautaka Mātauranga o Waikato., 25(1), 145-157.
Lin, H., & Hwang, G. (2018). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 1-17.
Lo, C. K., & Hew, K. F. (2017a). A critical review of flipped classroom challenges in K-12 education possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22.
Lo, C. K., & Hew, K. F. (2017b). Using “First Principles of Instruction” to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies. Educational Technology and Society, 20(1), 222-236.
Mazur, E. (1997). Peer Instruction: A User’s Manual Series in Educational Innovation. Prentice Hall.
McGivney-Burelle, J., & Xue, F. (2013). Flipping Calculus. PRIMUS, 23(5), 477-486.
Muir, T., & Geiger, V. (2016). The Affordances of Using a Flipped Classroom Approach in the Teaching of Mathematics: A Case Study of a Grade 10 Mathematics Class. Mathematics Education Research Journal, 28(1), 149-171.
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers. Journal of Educational Research, 106(2), 157-168.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85-95.
Pierce, R., & Fox, J. (2012). Instructional design and assessment: Vodcasts and active learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1-5.
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13.
Reninger, K., & Rehark, L. (2009). Discussions in a Fourth-Grade Classroom: Using Exploratory Talk to Promote Children’s Dialogic Identities. Language Arts, 86(4), 268-279.
Roehl, A., Reddy, A. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Science, 105(2), 44-49.
Sahin A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a College Calculus Course: A Case Study. Educational Technology and Society, 18(3), 142-152.
Song, Y., & Kapur, M. (2017). How to Flip the Classroom - “Productive Failure or Traditional Flipped Classroom” Pedagogical Design? Educational Technology and Society, 20(1), 292-305.
Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research, 15(2), 171-193.
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review. 30.
Van Alten, D. C.D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281.
Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but the effect does not persist. CBE Life Science Education 14(3), 1-10.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vygotsky, L. S. (1987). Thinking and Speech. Plenum.
Ward, M., Knowlton, M. C., & Laney, C. W. (2018). The flip side of traditional nursing education: A literature review. Nurse Education in Practice, 29, 163-171.
Webb, N. M., Franke, M. L., Ing, M., Turrou, A. C., Johnson, N. C., & Zimmerman, J. (2017). Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research, 1-11.
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the Flipped Classroom on Student Achievement in Secondary Education: A Meta-Analysis. Zeitschrift Für Pädagogische Psychologie, 35(1), 11-31.
Yousefzadeh, M., & Salimi, A. (2015). The Effect of Flipped Learning (Revised Learning) on Iranian Students’ Learning Outcomes. Advances in Language and Literary Studies, 6(5), 209-213.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313-340.
Zengin, Y. (2017). Investigating the Use of the Khan Academy and Mathematics Software with a Flipped Classroom Approach in Mathematics Teaching. Educational Technology and Society, 20(2), 89-100.
Zuber, W. J. (2016). The flipped classroom, a review of the literature. Industrial and Commercial Training, 48(2), 97-103.
Journals System - logo
Scroll to top