Effect of the flipped classroom on the mathematics performance of middle school students

Wei, Xuefeng; Cheng, I-Ling; Chen, Nian-Shing; Yang, Xinrong; Liu, Yongbo; Dong, Yan; Zhai, Xuesong; Kinshuk, Kinshuk

doi:10.1007/s11423-020-09752-x

Cited by 95 publications

(67 citation statements)

References 22 publications

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“…En relación a las dos primeras variables, los alumnos al utilizar la metodología FC en el área de Matemáticas aumentan su rendimiento académico (Belmonte et al, 2019;Clark & Kaw, 2019;Fúneme, 2019;Immekus, 2019;Salas-Rueda & Lugo-García, 2019;Wei et al, 2020), así como su confianza y satisfacción (Amstelveen, 2018;Lopes & Soares, 2017;Loux et al, 2016;Nihlawi et al, 2017).…”

Section: Conclusionesunclassified

Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática.

Jou¹,

Martín

2021

Education in the Knowledge Society

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La metodología Flipped Classroom (FC) ha ido ganado protagonismo a lo largo de los últimos años en las distintas etapas de escolarización. Una muestra de ello es el número creciente de artículos sobre la FC que se puede encontrar en las revistas científicas. El objetivo de esta investigación es analizar la producción científica sobre la FC en el área de la enseñanza de las matemáticas, para comprobar su efecto en los estudiantes. Se han determinado 5 variables de análisis: el rendimiento académico, la autopercepción de los estudiantes, el rol adquirido por los estudiantes, la interacción social y las actitudes hacia las clases de matemáticas. Las bases de datos internacionales consultadas para llevar a cabo la revisión sistemática fueron Scopus y Web Of Science(WoS), donde se obtuvieron 215 y 198 documentos respectivamente; habiendo fijado el periodo de tiempo de la búsqueda entre 2010 y 2020. Después de las exclusiones quedaron 86 artículos que comprenden a 20.027 estudiantes fueron sometidos a nuestro meta-análisis. Los resultados muestran que la utilización de la FC favorece el aprendizaje de las matemáticas en distintos aspectos como son el rendimiento académico, la participación activa, la motivación, el interés y la interacción entre alumnos y entre alumnos y docente.

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Section: Conclusionesunclassified

Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática.

Jou¹,

Martín

2021

Education in the Knowledge Society

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“…Most research has found that the students' academic performance increases when the FC is used instead of the traditional classroom in the area of compulsory secondary school mathematics. This increase is evidenced in works such as Belmonte et al (2019); Chen, Yang and Hsiao (2015); Esperanza et al (2016); Hung, Sun and Liu (2018); Kumar, Chang and Chang (2015); Ni, Kwok, Zhen, Xie, Long, Zheng et al (2015); Song and Kapur (2017); Stroh and Sink (2002) and Wei, Cheng, Chen, Yang, Liu, Dong et al (2020). However, the work of Kirvan, Rakes and Zamora (2015) could not demonstrate the increase because the results were similar in both groups.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Fornons¹,

Martín

Santiago

2021

J. Technol. Sci. Educ.

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The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

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“…Previous studies have already shown that flipped classroom approaches can improve student performance in science education (Sezer, 2017) as well as in mathematics education (Charles-Ogan & Williams, 2015;Wei et al, 2020). A recent study (Cevikbas & Kaiser, 2020) regarding flipping mathematics classes concludes that well-designed flipped classroom scenarios can support students' mathematical thinking and understanding by applying differentiated teaching strategies.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

Schallert

Lavicza

Vandervieren

2021

Int J of Sci and Math Educ

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The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

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Effect of the flipped classroom on the mathematics performance of middle school students

Cited by 95 publications

References 22 publications

Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática.

Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática.

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

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