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LITERATURE REVIEW
Systematic Literature Review of Flipped Classroom in Mathematics
1
The Education University of Hong Kong, HONG KONG
2
Leuphana Universität Lüneburg, GERMANY
Publication date: 2021-05-15
EURASIA J. Math., Sci Tech. Ed 2021;17(6):em1974
KEYWORDS
ABSTRACT
Flipped classroom, which is also known as “inverted classroom”, is an instructional strategy and a
type of blended learning. It reverses the traditional teaching and learning approach by delivering
the instructional content, often by video, outside the classroom and filling the in-class with
different activities such as discussion. Since it has been coined in the late 1990s, its effect on
students’ learning outcomes has been fallen into a debate. Inconsistency of the use of in-class
activities is one of the main reasons for the difficulties in making comparisons. This study
systematically reviewed the current articles (n=12) of flipped classroom in mathematics to
investigate the effect of flipped classroom (and their in-class activities adopted) on mathematics
learning. Results indicated that the effect of flipped classroom in mathematics is still ambiguous
in terms of students’ academic performance and perceptions. Further investigation showed that
effective flipped classroom, which yielded a better academic result than the traditional approach,
always consists of discussion, teachers’ feedbacks and peer-collaborative work. A framework of
effective flipped classroom in mathematics is then suggested.
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