Abstract
Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher’s transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students’ learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students’ mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students’ mathematical potential with FCs.
Highlights
Digital technologies have the potential to change the content of school mathematics as well as to foster the development of mathematical knowledge and understanding (Heid 2005; Olive et al 2009)
flipped classroom (FC) has been defined in different ways, e.g., by Lage et al (2000) as “Inverting the classroom means that events that have traditionally taken place inside the classroom take place outside the classroom and vice versa” (p. 32), other definitions point out that FC is going beyond this approach
The results of the transformation that FC interventions created in mathematics teaching are presented in four groups; teaching and learning environments, interaction and communication, teacher feedback and scaffolding, and assessment strategies
Summary
Digital technologies have the potential to change the content of school mathematics as well as to foster the development of mathematical knowledge and understanding (Heid 2005; Olive et al 2009). Educators have attempted to create and familiarize themselves with technological artefacts to enhance mathematics education (Lagrange and Kynigos 2014) While these attempts have the power to change classrooms, research into how this change can be accomplished. The flipped classroom (FC) is one of the reform-oriented approaches that can accelerate digital transformation in teaching mathematics, contribute to technology integration into mathematics education, and engage students in mathematics. One of the more current and comprehensive definitions of FC has been developed by the Flipped Learning Network (FLN) According to this definition: FC is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. According to this definition: FC is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (FLN 2014).
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