Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review
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AuthorFernández Martín, Francisco Domingo; Romero Rodríguez, José María; Gómez García, Gerardo; Ramos Navas-Parejo, Magdalena
Flipped ClassroomFlipped learningMathematicsHigher educationUniversity
Fernández-Martín, F. D., Romero-Rodríguez, J. M., Gómez-García, G., & Ramos Navas-Parejo, M. (2020). Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review. Mathematics, 8(12), 2162. [doi:10.3390/math8122162]
SponsorshipMinistry of Education, Culture and Sport of the Government of Spain FPU17/05952
Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.