THEMATIC ANALYSIS OF ARTICLES ON FLIPPED LEARNING IN MATHEMATICS EDUCATION

Yıl 2022, Cilt: 23 Sayı: 2, 202 - 222, 30.03.2022

Emine Ozgur Sen

https://doi.org/10.17718/tojde.1096444

Cited By: 4

Öz

Researchers strive to create learning environments where they can apply technology and different teaching methods together. Flipped learning has been a popular approach in recent years because it offers opportunities for both online and offline learning. The present study aims to conduct a thematic analysis of articles on the use of the flipped learning model in mathematics courses. Meta-thematic analysis was adopted as the research method. In this context, for the study, 69 articles were selected from among those published between 2015 and June 2020. As a result, it was found that these studies on flipped learning in mathematics education were conducted primarily with undergraduate students, whereas insufficient numbers of studies have been conducted with primary school, middle school, and high school students and pre-service teachers. Researchers have often preferred the subject of analysis while implementing the model. Studies on the flipped learning model in mathematics have mainly aimed to examine academic performance and students’ perceptions regarding the model. Although it can be argued that the flipped learning model positively affects the mathematical performance of students, studies have also reported that it had no effect on performance compared to traditional teaching methods. In addition, the present study provides comprehensive data on the positive and negative aspects of the use of the flipped learning model in mathematics courses. However, comprehensive, extensive, and long-term studies are needed to provide more clear results on the implementation of flipped learning in mathematics courses.

Anahtar Kelimeler

Flipped learning approach, mathematics education, meta-thematic analysis

Kaynakça

• Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https:// doi.org/10.1080/07294360.2014.934336
• Adams, C. & Dove, A. (2018). Calculus students flipped out: the impact of flipped learning on calculus students’ achievement and perceptions of learning. PRIMUS, 28(6), 600-615. https://doi.org/10 .1080/10511970.2017.1332701
• Akcayir, G. & Akcayir, M. (2018). The flipped classroom: A review of its features and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
• Albalawi, A.S. (2018). The effect of using flipped classroom in teaching calculus on students’achievement at University of Tabuk. International Journal of Research in Education and Science (IJRES), 4(1), 198- 207. https://doi.org/10.21890/ijres.383137
• Amstelveen, R. (2019). Flipping a college mathematics classroom: An action research project. Education and Information Technologies, 24(2), 1337-1350. https://doi.org/10.1007/s10639-018-9834-z
• Anderson, L. & Brennan, J.P. (2015). An experiment in “flipped” teaching in freshman calculus. PRIMUS, 25(9-10), 861-875. https://doi.org/10.1080/10511970.2015.1059916
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