Abstract

Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach. In this review, we examined the results of comparative studies published between 2011 and 2020 to summarize the effects of this instructional approach (vs. traditional lecturing) on students’ behavioral, emotional, and cognitive engagement with mathematics courses. Thirty-three articles in K–12 and higher education contexts were included for analysis. The results suggest that the use of the flipped classroom approach may increase some aspects of behavioral engagement (e.g., interaction and attention/participation), emotional engagement (e.g., course satisfaction), and cognitive engagement (e.g., understanding of mathematics). However, we discovered that several aspects (e.g., students’ attendance, mathematics anxiety, and self-regulation) of student engagement have not been thoroughly explored and are worthy of further study. The results of this review have important implications for future flipped classroom practice (e.g., engaging students in solving real-world problems), and for research on student engagement (e.g., using more objective measures, such as classroom observation) in mathematics education.

Highlights

  • IntroductionCareers in STEM (science, technology, engineering, and mathematics) fields have been growing rapidly

  • In recent years, careers in STEM fields have been growing rapidly

  • The aim of this review is to examine student engagement in mathematics flipped classrooms compared to their traditional counterparts

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Summary

Introduction

Careers in STEM (science, technology, engineering, and mathematics) fields have been growing rapidly. It is important to the sustainable development of society to improve students’ knowledge of STEM and to prepare human resources for STEM careers. Among the four subject disciplines, mathematics can be frustrating (Moliner and Alegre, 2020) and can prevent students from pursuing their STEM major (Adams and Dove, 2016). Gundlach et al (2015) observed that students may have significant anxiety related to courses in statistics. Dove and Dove (2015) cautioned that negative learning experiences can lead to students avoiding mathematics and can even result in mathematics anxiety.

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