Can the Flipped Classroom model be applied to mathematics courses? Educators’ views and experiences


Published: Mar 30, 2024
Keywords:
Flipped classroom educators’ views Mathematics empirical research education policy
Ιωάννης Ρίζος
https://orcid.org/0000-0002-4092-1715
Γαρυφαλλιά Νίνου
Νεφέλη Ασβεστοπούλου
Abstract

This paper focuses on the exploration of the opinions and the recording of the experiences of 38 Greek educators who serve at all levels of Public Education, regarding the utilization of the teaching model of flipped classroom in Mathematics. Data were collected through online questionnaires and semi-structured interviews, and analyzed in the context of existing literature and the authors’ recent relevant experiences. The research reveals confusion among the participants about what flipped classroom is and how it can be implemented, sheds light through the lens of math teachers on the inhibiting factors to its use, suggests the need for teacher further support, and ultimately may be useful to education policy makers.

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Author Biographies
Ιωάννης Ρίζος, Πανεπιστήμιο Θεσσαλίας

Τμήμα Μαθηματικών

Εντεταλμένος Διδάσκων

Γαρυφαλλιά Νίνου, Πανεπιστήμιο Θεσσαλίας

Τμήμα Μαθηματικών 

Τελειόφοιτη φοιτήτρια

Νεφέλη Ασβεστοπούλου, Πανεπιστήμιο Θεσσαλίας

Τμήμα Μαθηματικών

Τελειόφοιτη Φοιτήτρια

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