Systematic Literature Review of Flipped Classroom in Mathematics

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

doi:10.29333/ejmste/10900

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Chak-Him Fung ¹ ^* , Michael Besser ², Kin-Keung Poon ¹

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¹ The Education University of Hong Kong, HONG KONG² Leuphana Universität Lüneburg, GERMANY^* Corresponding Author

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

flipped classroom
mathematics
literature review
performance and perceptions
framework

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 6, Article No: em1974

https://doi.org/10.29333/ejmste/10900

Publication date: 15 May 2021

Article Views: 4982

Article Downloads: 2841

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Fung, C.-H., Besser, M., & Poon, K.-K. (2021). Systematic Literature Review of Flipped Classroom in Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1974. https://doi.org/10.29333/ejmste/10900

Vancouver

Fung CH, Besser M, Poon KK. Systematic Literature Review of Flipped Classroom in Mathematics. EURASIA J Math Sci Tech Ed. 2021;17(6):em1974. https://doi.org/10.29333/ejmste/10900

AMA

Fung CH, Besser M, Poon KK. Systematic Literature Review of Flipped Classroom in Mathematics. EURASIA J Math Sci Tech Ed. 2021;17(6), em1974. https://doi.org/10.29333/ejmste/10900

Chicago

Fung, Chak-Him, Michael Besser, and Kin-Keung Poon. "Systematic Literature Review of Flipped Classroom in Mathematics". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 6 (2021): em1974. https://doi.org/10.29333/ejmste/10900

Harvard

Fung, C.-H., Besser, M., and Poon, K.-K. (2021). Systematic Literature Review of Flipped Classroom in Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1974. https://doi.org/10.29333/ejmste/10900

MLA

Fung, Chak-Him et al. "Systematic Literature Review of Flipped Classroom in Mathematics". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 6, 2021, em1974. https://doi.org/10.29333/ejmste/10900