Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review

Çevikbaş, Mustafa; Kaiser, Gabriele

doi:10.1007/s11858-022-01388-w

Cited by 22 publications

(17 citation statements)

References 70 publications

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“…In a systematic literature review on the use of flipped classrooms, Cevikbas and Kaiser ( 2022 ) (in this issue) focused on opportunities and pitfalls regarding pandemic-related issues. Their results demonstrated that flipped classrooms can be a promising pedagogy that has numerous benefits for mathematics teaching and learning, although it cannot be seen as panacea for pandemic-related issues, as it also has several significant pitfalls.…”

Section: The Changing Classroom—impact On Mathematics Educationmentioning

confidence: 99%

“…Although there is still a strong and growing worldwide debate on whether we are suffering more from the health crisis or from the economic and social crisis that was caused by the worldwide lockdown of economic, social and educational facilities (as discussed by Chan et al, 2021), we do not take a position on this issue as we are facing a new reality. Throughout the world, our lifestyle has changed dramatically and suddenly-we went online: we shop online, we meet friends online, and we learn online (Borba, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Will we ever teach mathematics again in the way we used to before the pandemic?

Engelbrecht

Borba

Kaiser

2023

ZDM Mathematics Education

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After about two years of emergency remote teaching during the pandemic, the teaching of mathematics is slowly returning to (what used to be called) normal. However, after the period of mostly teaching online, there is uncertainty about the extent to which we will return to the way we were teaching before. In this survey paper we attempt to give some background to the impact that emergency remote teaching may have had on teaching mathematics. We examine the possible social implications and then focus on the changing mathematics classroom, focusing on the actual mathematics curriculum, learning design and assessment, the role of collaborative activities and social media, educational videos, and the role of family and parents in future. There are indicators from the literature that educators may not return to the traditional way of teaching entirely, especially in secondary and higher education. We conclude with describing some possible new research areas that have developed through emergency remote teaching, including online education for younger learners, local learning ecosystems, the role of family and parents, instructional design, and the mathematics content of curricula.

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Section: The Changing Classroom—impact On Mathematics Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Will we ever teach mathematics again in the way we used to before the pandemic?

Engelbrecht

Borba

Kaiser

2023

ZDM Mathematics Education

Self Cite

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“…During the pandemic, additional challenges have been added due to moving learning activities to fully online environments (Borba, 2021). Recent studies within the field of mathematics education have suggested the flipped classroom as an opportunity to address such pandemic-related challenges (Cevikbas & Kaiser, 2022). However, this has not yet been specified for the learning content of mathematical proof.…”

Section: The Challenges Of Teaching and Learning Mathematical Proof D...mentioning

confidence: 99%

Teaching and Learning Proofs of the Pythagorean Theorem during Distance Learning and in the Flipped

Rothe

2022

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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This paper presents the findings of two design research cycles on learning and teaching different proofs of the Pythagorean theorem in German secondary schools during distance learning in the first research cycle and a flipped classroom in the second research cycle. The study explores students' difficulties when learning proofs in the different scenarios by analyzing students' proof schemes, occurring error patterns, the students' descriptions of their proof comprehension, and evaluations of the learning scenarios. The findings indicate that typical difficulties occur less in the flipped setting, especially for students with a low or average level of prior knowledge. Further analysis of the evaluation of the learning activities suggests that this can be attributed to the implemented adaptations of the learning scenario when changing it from a distance learning setting to a flipped learning setting, in particular, the opportunity to work collaboratively and direct support the teacher. These results have implications regarding the potential of the flipped classroom as a way for educators to integrate instructional approaches they developed during the COVID-19 pandemic into their in-person teaching in the future.

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“…During the global pandemic K-12 schools have taken up flipped learning to support emergency remote learning and to assist in mathematics learning (Cevikbas & Kaiser, 2022). In our study, flipped learning involved the use of audio-video materials for students' class preparation as prelearning and out-of-class activities, followed by regular in-class activities that built on and extended the concepts presented in the videos.…”

Section: Introductionmentioning

confidence: 99%

“…Flipped learning provided a flexible approach that could continue to be used throughout this period. This approach was used to help support mathematical learning and to help students who required additional athome accommodations for remote learning (Cevikbas & Kaiser, 2022). The following question guided the study: What are the perceptions of teachers and students when using a flipped approach to teaching and learning in junior high mathematics?…”

Section: Introductionmentioning

confidence: 99%

Flipped Learning in Grade 7 and 9 Mathematics

2022

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This design-based study focused on supporting students in grade 7 and 9 math classes by implementing a flipped learning model. In this study the researchers explored the perceptions of teachers and students about the benefits and challenges of a technology-enhanced pedagogy such as flipped learning. The study was conducted from January to June 2021 with two junior high math classes in a charter school in Alberta with a specialization in English language learning, and at a time when classes were shifting between in-person and online learning frequently due to COVID-19. Through a design-based approach, teachers engaged in reflective conversations and journaling, students were surveyed about their experiences with the flipped learning approach, and data analytics were reviewed from the videos and embedded quizzes assigned as pre-learning activities. The Technological Pedagogical Content Knowledge (TPACK) framework was used to explore the relationship between technology, pedagogy, and content knowledge for designing flipped learning activities. The results from this study demonstrated the efficacy of the procedures, instruments, and value in extending the study to involve more classes and subject areas. Participants were satisfied with using the flipped learning approach for improving students’ engagement, agency, and mathematical understanding. Research in flipped learning can help inform teachers and schools in any teaching scenario whether in person, when teaching online, in blended learning environments, and when employing emergency remote learning.

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Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review

Cited by 22 publications

References 70 publications

Will we ever teach mathematics again in the way we used to before the pandemic?

Will we ever teach mathematics again in the way we used to before the pandemic?

Teaching and Learning Proofs of the Pythagorean Theorem during Distance Learning and in the Flipped

Flipped Learning in Grade 7 and 9 Mathematics

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