Abstract
Innovative strategies have the potential to change the framework of mathematics education and learning. Therefore, it is essential to encourage educators to be receptive to new techniques and engage in novel activities. The flipped classroom is a novel and growing mode of instruction. This method of teaching has the potential to significantly improve mathematics education. This article examines strategies that include mathematics and technology in flipped classrooms as well as the roles teachers and students play in flipped classrooms from both the teachers' and students' perspectives. The study also shows some problems with putting technology into a flipped secondary math classroom, such as technical issues and teachers being too busy, and suggests ways to deal with these problems.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Education, Humanities and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
