Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model

ABSTRACT

The present study reviewed the papers in the Scopus database relevant to flipped classrooms in all mathematics subject areas published up until 2018 from various dimensions. It was found that there has been a considerable number of studies on flipped classrooms in mathematics education in these years. The majority were conducted in university courses, such as applied mathematics, discrete mathematics/algebra, and analysis. Most of the researchers adopted quantitative methods. In the before-class stage of the mathematics flipped classroom, a number of studies employed online learning systems or social media to provide instructional videos and to carry out online discussion. As for the in-class stage, the most frequently adopted learning strategies were issue discussion, exercise, and problem-based learning, while only a few studies used technologies in this stage. The majority of studies investigated students’ learning achievement, motivation, satisfaction, and collaboration and communication awareness. Most studies administered examinations to evaluate the students’ learning achievement. It is worth noting that little or no research was found to explore students’ cognitive load. Accordingly, several suggestions for applying flipped classrooms to mathematics education as well as potential issues for future research are proposed in this study.

GRAPHICAL ABSTRACT

KEYWORDS:

• Flipped classroom
• mathematics education
• literature review
• trend analysis
• flipped learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Ministry of Science and Technology of the Republic of China [Grant Number MOST 107-2511-H-011-005-MY2 and MOST 106-2511-S-011-005-MY3].

Notes on contributors

Qi-Fan Yang

Mr. Qi-Fan Yang is a doctoral candidate at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. His research interests include mobile learning, digital game-based learning and flipped classroom.

Chi-Jen Lin

Dr. Chi-Jen Lin is an Assistant Professor at the College of Liberal Arts and Social Sciences, National Taiwan University of Science and Technology. Her research interests include technology in language learning, mobile-assisted language learning, and flipped learning.

Gwo-Jen Hwang

Dr. Gwo-Jen Hwang is a chair professor at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. His research interests include mobile learning, digital game-based learning, flipped classroom and AI in education.