How to flip the classroom in school students’ mathematics learning: bridging in- and out-of-class activities via innovative strategies

Abstract

ABSTRACT This article reports on a case study of adopting innovative strategies to bridge in- and out-of-class activities in a flipped classroom to enhance students’ mathematics learning in a technology-rich learning environment on the topic of ‘Points, Angles, Lines and Planes’. A class with 37 students in Grade 9 using English as a medium of instruction participated in this study. The strategies adopted in the flipped classroom were: a 5-D pedagogical framework of the flipped classroom, varied ways of teacher facilitation and interaction with students in and beyond the classroom, and technology use both in and out of class. Both qualitative and quantitative data were collected and analysed. The research findings show that the innovative strategies adopted in this study were generally conducive to enhancing students’ mathematics learning in the flipped classroom. The findings contribute to the literature of flipped classroom pedagogical design and practices.