Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case

Halima Sharkia,Zehavit Kohen

doi:10.3390/math9131500

Abstract

This study presents a designated flipped classroom (FC) mathematics environment that utilizes a unique online platform designed for Arab minority students in Israel. It investigates how studying in an FC affects conceptual understanding and motivation to study mathematics among Arab high school students. The study also explores the factors that contribute to effective learning in the FC environment. Participants were 75 Arab high school students in 10th and 11th grades who studied advanced mathematics. Each grade group was randomly divided into two subgroups: an FC group and a traditional classroom group (comparison group). Quantitative questionnaires given before and after the learning program served to measure students’ motivation and conceptual understanding of the derivative and integral topics. Additionally, a random sample of students who studied in the FC group and the teacher who taught all the groups were interviewed. The study describes the positive effect an FC environment has on students’ conceptual understanding, particularly for 11th graders. The participants mostly appreciated how the FC resulted in less lecturing in class. The study contributes to the literature about FC among minorities and contributes to national and international efforts being made to reduce the gap in mathematics achievements between minorities and other sectors.

Highlights

Academic Editors: William Guo and Christopher C
The present study addresses the following research question: will students’ conceptual understanding and motivation to study mathematics change over time, i.e., before and after studying an advanced mathematical learning unit? This research question is investigated by comparing Arab high school students who study in the flipped classroom (FC) environment using the bscool.com platform with students who study in a traditional learning environment and comparing students in 10th grade with those in
We start with the quantitative results that relate to the first part of the research question, which discusses the effects of the FC approach on conceptual understanding

Summary

Introduction

Academic Editors: William Guo and Christopher C. The mathematics education that students receive in schools provides them with the tools that can be applied in solving diverse STEM problems in their future studies and careers [3], as in the case of derivatives and integrals and their profound application in chemistry and physics problems [4] In this context, the authors of [5] described mathematics as “a gateway to many scientific and technological fields”. Conceptual understanding is considered critical for obtaining a thorough understanding of underlying and foundational mathematical concepts [6,8] This helps students understand why mathematical ideas are important and useful in various contexts [9], extensive evidence in the literature shows that motivation is one of the most essential factors for students’ learning and performance, in mathematics [10]. Intrinsic motivation, is an important prerequisite and mediator of learning and achievement, it is often lacking in many mathematics’ students [11]

Methods

Results

Conclusion