Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática.
Resumen 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.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Akçay?r, G., & Akçay?r, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126(July), 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Anderson, L., & Brennan, J. P. (2015). An experiment in “Flipped” teaching in freshman calculus. Primus, 25(9), 861–875. https://doi.org/10.1080/10511970.2015.1059916
Amstelveen, R. (2018). 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
Arán, M. A., & Ortega, M. L. (2012). Enfoques de aprendizaje y hábitos de estudio en estudiantes universitarios de primer año de tres carreras de la Universidad Mayor Temuco, Chile 2011. Hekademos: Revista Educativa Digital, 11, 37–46.
Belmonte, J. L., Cabrera, A. F., Núñez, J. A. L., & Sánchez, S. P. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(1226), 1–14. https://doi.org/10.3390/MATH7121226
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for “flipping out”: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21. https://doi.org/10.1016/j.nedt.2015.12.010
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers and Education, 151(October 2019), 103819. https://doi.org/10.1016/j.compedu.2020.103819
Bradford, M., Muntean, C., & Pathak, P. (2015). An analysis of flip-classroom pedagogy in first year undergraduate mathematics for computing. Proceedings - Frontiers in Education Conference, FIE, 2015-Febru(February). https://doi.org/10.1109/FIE.2014.7044072
Capaldi, M. (2015). Including inquiry-based learning in a flipped class. Primus, 25(8), 736–744. https://doi.org/10.1080/10511970.2015.1031303
Cardetti, F., Pon, S., & Christodoulopoulou, K. (2013). Flipped Classrooms in College: Calculus Students’ Perceptions and Performance. Edulearn13: 5Th International Conference on Education and New Learning Technologies, 5793–5800.
Carter, C. L., Carter, R. L., & Foss, A. H. (2018). The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students. AERA Open, 4(1), 233285841875926. https://doi.org/10.1177/2332858418759266
Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272
Chen, S. C., Yang, S. J. H., & Hsiao, C. C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096–1112. https://doi.org/10.1111/bjet.12278
Chien, C. F., & Hsieh, L. H. C. (2018). Exploring university students’ achievement, motivation, and receptivity of flipped learning in an engineering mathematics course. International Journal of Online Pedagogy and Course Design, 8(4), 22–37. https://doi.org/10.4018/IJOPCD.2018100102
Cilli-Turner, E. (2015). Measuring learning outcomes and attitudes in a flipped introductory statistics course. Primus, 25(9), 833–846. https://doi.org/10.1080/10511970.2015.1046004
Clark, R. M., & Kaw, A. K. (2019). Benefits of adaptive lessons for pre-class preparation in a flipped numerical methods course. International Journal of Mathematical Education in Science and Technology, 51(5), 1–17. https://doi.org/10.1080/0020739X.2019.1617439
Collins, B. V. C. (2018). Flipping the precalculus classroom. International Journal of Mathematical Education in Science and Technology, 50(5), 728–746. https://doi.org/10.1080/0020739X.2018.1535098
Cronhjort, M., Filipsson, L., & Weurlander, M. (2017). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and Its Applications, 37(3), 113–121. https://doi.org/10.1093/TEAMAT/HRX007
Eager, E., Peirce, J., & Barlow, P. (2015). Math Bio or Biomath? Flipping the mathematical biology classroom. Letters in Biomathematics, 1(2), 139–155. https://doi.org/10.1080/23737867.2014.11414476
Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra. DM Review, 9891, 85–97. https://doi.org/10.1007/978-3-319-45153-4_7
Evans, L., Bosch, M. L. V., Harrington, S., Schoofs, N., & Coviak, C. (2019). Flipping the Classroom in Health Care Higher Education: A Systematic Review. Nurse Educator, 44(2), 74–78. https://doi.org/10.1097/NNE.0000000000000554
Foldnes, N. (2017). The impact of class attendance on student learning in a flipped classroom. Nordic Journal of Digital Literacy, 12(1–2), 8–18. https://doi.org/10.18261/ISSN.1891-943X-2017-01-02-02
Ford, P. (2015). Flipping a Math Content Course for Pre-Service Elementary School Teachers. Primus, 25(4), 369–380. https://doi.org/10.1080/10511970.2014.981902
Fredriksen, H., Hadjerrouit, S., Monaghan, J., & Rensaa, R. (2018). Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach. https://hal.archives-ouvertes.fr/hal-01941361
Fúneme, C. C. (2019). El aula invertida y la construcción de conocimiento en matemáticas. El caso de las aplicaciones de la derivada. Tecné Episteme y Didaxis: TED, (45), 159–174. https://doi.org/10.17227/ted.num45-9840
Fung, C. H. (2020). How Does Flipping Classroom Foster the STEM Education: A Case Study of the FPD Model. Technology, Knowledge and Learning, 30(14), 1945–1969. https://doi.org/10.1007/s10758-020-09443-9
Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., & Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 433–440. https://doi.org/10.5688/ajpe6898
Gordijn, J., Oosterhout, A., & Dijkstra, W. (2017). Innovation Mathematics Project, Blended Education in Practice: a Case Study At Delft University of Technology. EDULEARN17 Proceedings, 1, 9940–9950. https://doi.org/10.21125/edulearn.2017.0881
Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs\rand methods art:10.1186/2046-4053-1-28. Systematic Reviews, 1–9. https://doi.org/10.1186/2046-4053-1-28
Gouia, R., & Gunn, C. (2016). Making mathematics meaningful for freshmen students: investigating students’ preferences of pre-class videos. Research and Practice in Technology Enhanced Learning, 2. https://doi.org/10.1186/s41039-015-0026-9
Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. Primus, 25(9), 814–832. https://doi.org/10.1080/10511970.2015.1046003
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance, and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education, 23(1). https://doi.org/10.1080/10691898.2015.11889723
Heuett, W. J. (2017). Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience. Primus, 27(10), 889–907. https://doi.org/10.1080/10511970.2016.1256925
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 1–12. https://doi.org/10.1186/s12909-018-1144-z
Hodgson, T. R., Cunningham, A., McGee, D., Kinne, L., & Murphy, T. J. (2017). Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors. International Journal of Education in Mathematics, Science and Technology, 5(4), 248–261. https://doi.org/10.18404/ijemst.296538
Hsiao, C. C., Huang, J. C. H., Huang, A. Y. Q., Lu, O. H. T., Yin, C. J., & Yang, S. J. H. (2018). Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms. Interactive Learning Environments, 27(8), 1160–1177. https://doi.org/10.1080/10494820.2018.1522651
Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2018). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028–1046. https://doi.org/10.1080/10494820.2018.1481103
Immekus, J. C. (2019). Flipping Statistics Courses in Graduate Education: Integration of Cognitive Psychology and Technology. Journal of Statistics Education, 27(2), 79–89. https://doi.org/10.1080/10691898.2019.1629852
Johnston, B. M. (2016). Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 48(4), 485–498. https://doi.org/10.1080/0020739X.2016.1259516
Jordán, C., Magreñán, Á. A., & Orcos, L. (2019). Considerations about flip education in the teaching of advanced mathematics. Education Sciences, 9(3), 1–10. https://doi.org/10.3390/educsci9030227
Karampa, V., & Paraskeva, F. (2018). A motivational design of a flipped classroom on collaborative programming and STEAM. Communications in Computer and Information Science, 870, 226–238. https://doi.org/10.1007/978-3-319-95522-3_19
Kennedy, E., Beaudrie, B., Ernst, D. C., & Laurent, R. S. (2015). Inverted pedagogy in second semester calculus. Primus, 25(9), 892–906. https://doi.org/10.1080/10511970.2015.1031301
Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: An experience in a level one statistics unit. Journal of University Teaching and Learning Practice, 15(3).
King, A. M., Gottlieb, M., Mitzman, J., Dulani, T., Schulte, S. J., & Way, D. P. (2019). Flipping the Classroom in Graduate Medical Education: A Systematic Review. Journal of Graduate Medical Education, 11(1), 18–29. https://doi.org/10.4300/JGME-D-18-00350.2
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations. Computers in the Schools, 32(3–4), 201–223. https://doi.org/10.1080/07380569.2015.1093902
Kraut, A. S., Omron, R., Caretta-Weyer, H., Jordan, J., Manthey, D., Wolf, S. J., … Kornegay, J. (2019). The flipped classroom: A critical appraisal. Western Journal of Emergency Medicine, 20(3), 1–10. https://doi.org/10.5811/westjem.2019.2.40979
Krouss, P., & Lesseig, K. (2019). Effects of a Flipped Classroom Model in an Introductory College Mathematics Course. Primus, 0(0), 1–19. https://doi.org/10.1080/10511970.2019.1625471
Kuiper, S. R., Carver, R. H., Posner, M. A., & Everson, M. G. (2015). Four perspectives on flipping the statistics classroom: Changing pedagogy to enhance student-centered learning. Primus, 25(8), 655–682. https://doi.org/10.1080/10511970.2015.1045573
Kumar, K., Chang, C., & Chang, C. (2015). International Forum of Educational Technology & Society The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 134–142.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Li, Y. Bin, Zheng, W. Z., & Yang, F. (2017). Cooperation learning of flip teaching style on the MBA mathematics education efficiency. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6963–6972. https://doi.org/10.12973/ejmste/76878
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73. https://doi.org/10.1016/j.edurev.2017.08.002
Lopes, Ana P., & Soares, F. (2017). What Do Students of a Higher Education Institution Think About Flipped Learning. EDULEARN17 Proceedings, 2759–2766. https://doi.org/10.21125/edulearn.2017.1582
Lopes, Ana Paula, & Soares, F. (2018). Perception and performance in a flipped Financial Mathematics classroom. International Journal of Management Education, 16(1), 105–113. https://doi.org/10.1016/j.ijme.2018.01.001
Loux, T. M., Varner, S. E., & vanNatta, M. (2016). Flipping an introductory biostatistics course: A case study of student attitudes and confidence. Journal of Statistics Education, 24(1), 1–7. https://doi.org/10.1080/10691898.2016.1158017
Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45(3), 317-324, https://doi.org/10.1080/0020739X.2013.822582
Lucena, F. J. H., Díaz, I. A., Rodríguez, J. M. R., & Maríin, J. A. M. (2019). Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales, 8(1), 9–18.
Maciejewski, W. (2015). Flipping the calculus classroom: An evaluative study. Teaching Mathematics and Its Applications, 35(4), 187–201. https://doi.org/10.1093/teamat/hrv019
Madrid, E. M., Armenta, J. A., Prieto, M. E., Fernández, M. T., & Olivares, K. M. (2018). Implementación de aula invertida en un curso propedéutico de habilidad matemática en bachillerato. Apertura, 10(1), 24–39. https://doi.org/10.18381/Ap.v10n1.1149
Manenova, M., & Spilka, R. (2014). Research in Pedagogical Communication in Flipped Classroom Model, Using Methods Fias. Iceri2014: 7th International Conference of Education, Research and Innovation, 996–1003.
Mattis, K. V. (2014). Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity. Technology, Knowledge and Learning, 20(2), 231–248. https://doi.org/10.1007/s10758-014-9238-0
McLaughlin, J. E., Khanova, J., Persky, A., Hathaway, N., & Cox, W. (2017). Design, implementation, and outcomes of a three-week pharmacy bridging course. American Journal of Pharmaceutical Education, 81(7). https://doi.org/10.5688/ajpe8176313
Muir, T. (2020). Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00320-3
Muir, T., & Geiger, V. (2015). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149–171. https://doi.org/10.1007/s13394-015-0165-8
Murphy, J., Chang, J. M., & Suaray, K. (2015). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47(5), 653–673. https://doi.org/10.1080/0020739X.2015.1102979
Ni, M., Kwok, L., Zhen, L., Xie, Y., Long, H., Zheng, X., & Li, W. (2015). Preface. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9167, 243–254. https://doi.org/10.1007/978-3-319-20621-9
Nihlawi, R., El-Baz, H., & Gunn, C. (2017). Looking Into the Impact of Flipped Learning Pedagogy on Students’ Perceived Learning Experience in Undergraduate Mathematics Courses. ICERI2017 Proceedings, 5809–5819. https://doi.org/10.21125/iceri.2017.1521
Novak, J., Kensington-Miller, B., & Evans, T. (2016). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48(5), 647–658. https://doi.org/10.1080/0020739X.2016.1267810
Ogden, L. (2015). Student perceptions of the flipped classroom in college Algebra. Primus, 25(9), 782–791. https://doi.org/10.1080/10511970.2015.1054011
Overmyer, J. (2015). Research on flipping college algebra: Lessons learned and practical advice for flipping multiple sections. Primus, 25(9), 792–802. https://doi.org/10.1080/10511970.2015.1045572
Parslow, G. R. (2005). Multimedia in Biochemistry and Molecular Biology Education Commentary: Critical Thinking. Biochemistry and molecular biology education, 33(5), 371. https://doi.org/10.1002/bmb20642
Pavanelo, E., & Lima, R. (2017). Sala de aula invertida: A análise de uma experiência na disciplina de Cálculo I. Bolema - Mathematics Education Bulletin, 31(58), 739–759. https://doi.org/10.1590/1980-4415v31n58a11
Peters, T., Johnston, E., Bolles, H., Ogilvie, C., Knaub, A., & Holme, T. (2018). Benefits to Students of Team-Based Learning in Large Enrollment Calculus. Primus, 30(2), 211–229. https://doi.org/10.1080/10511970.2018.1542417
Petrillo, J. (2015). On flipping first-semester calculus: A case study. International Journal of Mathematical Education in Science and Technology, 47(4), 573–582. https://doi.org/10.1080/0020739X.2015.1106014
Prieto, A. (2017). Profesor 3.0: Flipped classroom ¿Cuáles son sus ventajas? ¿Cuál es su origen y su evolución posterior? ¿Por qué no es una moda más? ¿Por qué mejora el aprendizaje? ¿Por qué deberías leer sobre este modelo en este verano?. https://bit.ly/3vBNZnx
Reyneke, F., Fletcher, L., & Harding, A. (2018). The Effect of Technology-based Interventions on the Performance of First Year University Statistics Students. African Journal of Research in Mathematics, Science and Technology Education, 22(2), 231–242. https://doi.org/10.1080/18117295.2018.1477557
Salas-Rueda, R.-A., & Lugo-García, J.-L. (2019). Impacto del aula invertida durante el proceso educativo sobre las derivadas. Edmetic, 8(1). https://doi.org/10.21071/edmetic.v8i1.9542
Santiago, R., & Bergmann, J. (2018). Aprender al revés. Ediciones Paidós.
Sarawagi, N. (2014). a Flipped Cs0 Classroom: Applying Bloom’S. Journal of Computing Sciences in Colleges, 29(6), 21–28.
Scott, C. E., Green, L., & Etheridge, D. (2016). A comparison between flipped and lecture-based instruction in the calculus classroom. Journal of Applied Research in Higher Education, 8(2), 252–264. https://doi.org/10.1108/JARHE-04-2015-0024
Shi-Chun, Ze-Tian, & Yi, W. (2014). The Flipped Classroom Advantages and Challenges, (Emtc), 17–20. https://doi.org/10.2991/emtc-14.2014.3
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79–103. https://doi.org/10.1007/s40692-019-00142-8
Shinaberger, L. (2017). Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course. Journal of Statistics Education, 25(3), 122–130. https://doi.org/10.1080/10691898.2017.1381056
Song, Y., & Kapur, M. (2017). How to Flip the Classroom – “ Productive Failure or Traditional Flipped Classroom ” Pedagogical Design? Journal of Educational Technology & Society, 20(1), 292–305.
Spilka, R., & Popper, F. (2014). Pedagogical Experiment With Online Visualization of Mathematical Models in Math Teaching on Elementary School. Iceri2014: 7Th International Conference of Education, Research and Innovation, 2001, 901–910.
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Sun, Z., Xie, K., & Anderman, L. H. (2017). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36, 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003
Talbert, R. (2014). Inverting the Linear Algebra Classroom. Primus, 24(5), 361–374. https://doi.org/10.1080/10511970.2014.883457
Talbert, R. (2015). Inverting the transition-to-proof classroom. Primus, 25(8), 614–626. https://doi.org/10.1080/10511970.2015.1050616
Talbert, R. (2017). Flipped Learning: Aguide for higher education faculty. Stylus Publishing.
Tan, C., Yue, W.-G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192–200. https://doi.org/10.1016/j.cnre.2017.10.006
Tawfik, A. A., & Lilly, C. (2015). Using a Flipped Classroom Approach to Support Problem-Based Learning. Technology, Knowledge and Learning, 20(3), 299–315. https://doi.org/10.1007/s10758-015-9262-8
Toor, A., & Mgombelo, J. (2018). Math centers: A pedagogical tool for student engagement in intermediate math class. https://hal.archives-ouvertes.fr/hal-01949020
Tourón, J., & Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela. Revista de Educacion, (368), 33–65. https://doi.org/10.4438/1988-592X-RE-2015-368-288
Triantafyllou, E., & Timcenko, O. (2014). Introducing a flipped classroom for a statistics course: A case study. Proceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering, EAEEIE 2014, 5–8. https://doi.org/10.1109/EAEEIE.2014.6879373
Triantafyllou, E., & Timcenko, O. (2015a). Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students. In P. s. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2–7, 2015, Proceedings, (pp. 714-723). Springer International Publishing. https://doi.org/10.1007/978-3-319-20609-7_67
Triantafyllou, E., & Timcenko, O. (2015b). Student perceptions on learning with online resources in a flipped mathematics classroom. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, 2573–2579.
Turra, H., Carrasco, V., González, C., Sandoval, V., & Yáñez, S. (2019). Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics. Higher Education Pedagogies, 4(1), 136–155. https://doi.org/10.1080/23752696.2019.1644963
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28(May), 1–18. https://doi.org/10.1016/j.edurev.2019.05.003
Vanka, A., Vanka, S., & Wali, O. (2019). Flipped classroom in dental education: A scoping review. European Journal of Dental Education, (November 2019), 213–226. https://doi.org/10.1111/eje.12487
Ward, M., Knowlton, M. C., & Laney, C. W. (2018). The flip side of traditional nursing education: A literature review. Nurse Education in Practice, 29(July 2017), 163–171. https://doi.org/10.1016/j.nepr.2018.01.003
Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2015). Exploring Flipped Classroom Instruction in Calculus III. International Journal of Science and Mathematics Education, 15, 545–568. https://doi.org/10.1007/s10763-015-9704-8
Wei, X., Cheng, I. L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461-1484. https://doi.org/10.1007/s11423-020-09752-x
Weinhandl, R., Lavicza, Z., Hohenwarter, M., & Schallert, S. (2020). Enhancing flipped mathematics education by utilising geogebra. International Journal of Education in Mathematics, Science and Technology, 8(1), 1–5. https://doi.org/10.46328/ijemst.v8i1.832
Winquist, J. R., & Carlson, K. A. (2014). Flipped statistics class results: Better performance than lecture over one year later. Journal of Statistics Education, 22(3), 10. https://doi.org/10.1080/10691898.2014.11889717
Wright, S. E. (2015). Linear algebra and the experiences of a “flipper.” Primus, 25(8), 627–640. https://doi.org/10.1080/10511970.2015.1031304
Yang, Q. F., Lin, C. J., & Hwang, G. J. (2019). Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model. Interactive Learning Environments, 1–34. https://doi.org/10.1080/10494820.2019.1637351
Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9), 907–921. https://doi.org/10.1080/10511970.2015.1031307
Young, A. (2015). Flipping the calculus classroom: A cost-effective approach. Primus, 25(8), 713–723. https://doi.org/10.1080/10511970.2015.1031298
Zainuddin, Z., Haruna, H., Li, X., Zhang, Y., & Chu, S. K. W. (2019). A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon, 27(2), 72–86. https://doi.org/10.1108/OTH-09-2018-0027
Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Educational Technology and Society, 20(2), 89–100.
Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. Primus, 25(9), 847–860. https://doi.org/10.1080/10511970.2015.1031305
Anderson, L., & Brennan, J. P. (2015). An experiment in “Flipped” teaching in freshman calculus. Primus, 25(9), 861–875. https://doi.org/10.1080/10511970.2015.1059916
Amstelveen, R. (2018). 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
Arán, M. A., & Ortega, M. L. (2012). Enfoques de aprendizaje y hábitos de estudio en estudiantes universitarios de primer año de tres carreras de la Universidad Mayor Temuco, Chile 2011. Hekademos: Revista Educativa Digital, 11, 37–46.
Belmonte, J. L., Cabrera, A. F., Núñez, J. A. L., & Sánchez, S. P. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(1226), 1–14. https://doi.org/10.3390/MATH7121226
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for “flipping out”: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21. https://doi.org/10.1016/j.nedt.2015.12.010
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers and Education, 151(October 2019), 103819. https://doi.org/10.1016/j.compedu.2020.103819
Bradford, M., Muntean, C., & Pathak, P. (2015). An analysis of flip-classroom pedagogy in first year undergraduate mathematics for computing. Proceedings - Frontiers in Education Conference, FIE, 2015-Febru(February). https://doi.org/10.1109/FIE.2014.7044072
Capaldi, M. (2015). Including inquiry-based learning in a flipped class. Primus, 25(8), 736–744. https://doi.org/10.1080/10511970.2015.1031303
Cardetti, F., Pon, S., & Christodoulopoulou, K. (2013). Flipped Classrooms in College: Calculus Students’ Perceptions and Performance. Edulearn13: 5Th International Conference on Education and New Learning Technologies, 5793–5800.
Carter, C. L., Carter, R. L., & Foss, A. H. (2018). The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students. AERA Open, 4(1), 233285841875926. https://doi.org/10.1177/2332858418759266
Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272
Chen, S. C., Yang, S. J. H., & Hsiao, C. C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096–1112. https://doi.org/10.1111/bjet.12278
Chien, C. F., & Hsieh, L. H. C. (2018). Exploring university students’ achievement, motivation, and receptivity of flipped learning in an engineering mathematics course. International Journal of Online Pedagogy and Course Design, 8(4), 22–37. https://doi.org/10.4018/IJOPCD.2018100102
Cilli-Turner, E. (2015). Measuring learning outcomes and attitudes in a flipped introductory statistics course. Primus, 25(9), 833–846. https://doi.org/10.1080/10511970.2015.1046004
Clark, R. M., & Kaw, A. K. (2019). Benefits of adaptive lessons for pre-class preparation in a flipped numerical methods course. International Journal of Mathematical Education in Science and Technology, 51(5), 1–17. https://doi.org/10.1080/0020739X.2019.1617439
Collins, B. V. C. (2018). Flipping the precalculus classroom. International Journal of Mathematical Education in Science and Technology, 50(5), 728–746. https://doi.org/10.1080/0020739X.2018.1535098
Cronhjort, M., Filipsson, L., & Weurlander, M. (2017). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and Its Applications, 37(3), 113–121. https://doi.org/10.1093/TEAMAT/HRX007
Eager, E., Peirce, J., & Barlow, P. (2015). Math Bio or Biomath? Flipping the mathematical biology classroom. Letters in Biomathematics, 1(2), 139–155. https://doi.org/10.1080/23737867.2014.11414476
Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra. DM Review, 9891, 85–97. https://doi.org/10.1007/978-3-319-45153-4_7
Evans, L., Bosch, M. L. V., Harrington, S., Schoofs, N., & Coviak, C. (2019). Flipping the Classroom in Health Care Higher Education: A Systematic Review. Nurse Educator, 44(2), 74–78. https://doi.org/10.1097/NNE.0000000000000554
Foldnes, N. (2017). The impact of class attendance on student learning in a flipped classroom. Nordic Journal of Digital Literacy, 12(1–2), 8–18. https://doi.org/10.18261/ISSN.1891-943X-2017-01-02-02
Ford, P. (2015). Flipping a Math Content Course for Pre-Service Elementary School Teachers. Primus, 25(4), 369–380. https://doi.org/10.1080/10511970.2014.981902
Fredriksen, H., Hadjerrouit, S., Monaghan, J., & Rensaa, R. (2018). Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach. https://hal.archives-ouvertes.fr/hal-01941361
Fúneme, C. C. (2019). El aula invertida y la construcción de conocimiento en matemáticas. El caso de las aplicaciones de la derivada. Tecné Episteme y Didaxis: TED, (45), 159–174. https://doi.org/10.17227/ted.num45-9840
Fung, C. H. (2020). How Does Flipping Classroom Foster the STEM Education: A Case Study of the FPD Model. Technology, Knowledge and Learning, 30(14), 1945–1969. https://doi.org/10.1007/s10758-020-09443-9
Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., & Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 433–440. https://doi.org/10.5688/ajpe6898
Gordijn, J., Oosterhout, A., & Dijkstra, W. (2017). Innovation Mathematics Project, Blended Education in Practice: a Case Study At Delft University of Technology. EDULEARN17 Proceedings, 1, 9940–9950. https://doi.org/10.21125/edulearn.2017.0881
Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs\rand methods art:10.1186/2046-4053-1-28. Systematic Reviews, 1–9. https://doi.org/10.1186/2046-4053-1-28
Gouia, R., & Gunn, C. (2016). Making mathematics meaningful for freshmen students: investigating students’ preferences of pre-class videos. Research and Practice in Technology Enhanced Learning, 2. https://doi.org/10.1186/s41039-015-0026-9
Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. Primus, 25(9), 814–832. https://doi.org/10.1080/10511970.2015.1046003
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance, and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education, 23(1). https://doi.org/10.1080/10691898.2015.11889723
Heuett, W. J. (2017). Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience. Primus, 27(10), 889–907. https://doi.org/10.1080/10511970.2016.1256925
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 1–12. https://doi.org/10.1186/s12909-018-1144-z
Hodgson, T. R., Cunningham, A., McGee, D., Kinne, L., & Murphy, T. J. (2017). Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors. International Journal of Education in Mathematics, Science and Technology, 5(4), 248–261. https://doi.org/10.18404/ijemst.296538
Hsiao, C. C., Huang, J. C. H., Huang, A. Y. Q., Lu, O. H. T., Yin, C. J., & Yang, S. J. H. (2018). Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms. Interactive Learning Environments, 27(8), 1160–1177. https://doi.org/10.1080/10494820.2018.1522651
Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2018). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028–1046. https://doi.org/10.1080/10494820.2018.1481103
Immekus, J. C. (2019). Flipping Statistics Courses in Graduate Education: Integration of Cognitive Psychology and Technology. Journal of Statistics Education, 27(2), 79–89. https://doi.org/10.1080/10691898.2019.1629852
Johnston, B. M. (2016). Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 48(4), 485–498. https://doi.org/10.1080/0020739X.2016.1259516
Jordán, C., Magreñán, Á. A., & Orcos, L. (2019). Considerations about flip education in the teaching of advanced mathematics. Education Sciences, 9(3), 1–10. https://doi.org/10.3390/educsci9030227
Karampa, V., & Paraskeva, F. (2018). A motivational design of a flipped classroom on collaborative programming and STEAM. Communications in Computer and Information Science, 870, 226–238. https://doi.org/10.1007/978-3-319-95522-3_19
Kennedy, E., Beaudrie, B., Ernst, D. C., & Laurent, R. S. (2015). Inverted pedagogy in second semester calculus. Primus, 25(9), 892–906. https://doi.org/10.1080/10511970.2015.1031301
Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: An experience in a level one statistics unit. Journal of University Teaching and Learning Practice, 15(3).
King, A. M., Gottlieb, M., Mitzman, J., Dulani, T., Schulte, S. J., & Way, D. P. (2019). Flipping the Classroom in Graduate Medical Education: A Systematic Review. Journal of Graduate Medical Education, 11(1), 18–29. https://doi.org/10.4300/JGME-D-18-00350.2
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations. Computers in the Schools, 32(3–4), 201–223. https://doi.org/10.1080/07380569.2015.1093902
Kraut, A. S., Omron, R., Caretta-Weyer, H., Jordan, J., Manthey, D., Wolf, S. J., … Kornegay, J. (2019). The flipped classroom: A critical appraisal. Western Journal of Emergency Medicine, 20(3), 1–10. https://doi.org/10.5811/westjem.2019.2.40979
Krouss, P., & Lesseig, K. (2019). Effects of a Flipped Classroom Model in an Introductory College Mathematics Course. Primus, 0(0), 1–19. https://doi.org/10.1080/10511970.2019.1625471
Kuiper, S. R., Carver, R. H., Posner, M. A., & Everson, M. G. (2015). Four perspectives on flipping the statistics classroom: Changing pedagogy to enhance student-centered learning. Primus, 25(8), 655–682. https://doi.org/10.1080/10511970.2015.1045573
Kumar, K., Chang, C., & Chang, C. (2015). International Forum of Educational Technology & Society The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 134–142.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Li, Y. Bin, Zheng, W. Z., & Yang, F. (2017). Cooperation learning of flip teaching style on the MBA mathematics education efficiency. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6963–6972. https://doi.org/10.12973/ejmste/76878
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73. https://doi.org/10.1016/j.edurev.2017.08.002
Lopes, Ana P., & Soares, F. (2017). What Do Students of a Higher Education Institution Think About Flipped Learning. EDULEARN17 Proceedings, 2759–2766. https://doi.org/10.21125/edulearn.2017.1582
Lopes, Ana Paula, & Soares, F. (2018). Perception and performance in a flipped Financial Mathematics classroom. International Journal of Management Education, 16(1), 105–113. https://doi.org/10.1016/j.ijme.2018.01.001
Loux, T. M., Varner, S. E., & vanNatta, M. (2016). Flipping an introductory biostatistics course: A case study of student attitudes and confidence. Journal of Statistics Education, 24(1), 1–7. https://doi.org/10.1080/10691898.2016.1158017
Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45(3), 317-324, https://doi.org/10.1080/0020739X.2013.822582
Lucena, F. J. H., Díaz, I. A., Rodríguez, J. M. R., & Maríin, J. A. M. (2019). Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales, 8(1), 9–18.
Maciejewski, W. (2015). Flipping the calculus classroom: An evaluative study. Teaching Mathematics and Its Applications, 35(4), 187–201. https://doi.org/10.1093/teamat/hrv019
Madrid, E. M., Armenta, J. A., Prieto, M. E., Fernández, M. T., & Olivares, K. M. (2018). Implementación de aula invertida en un curso propedéutico de habilidad matemática en bachillerato. Apertura, 10(1), 24–39. https://doi.org/10.18381/Ap.v10n1.1149
Manenova, M., & Spilka, R. (2014). Research in Pedagogical Communication in Flipped Classroom Model, Using Methods Fias. Iceri2014: 7th International Conference of Education, Research and Innovation, 996–1003.
Mattis, K. V. (2014). Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity. Technology, Knowledge and Learning, 20(2), 231–248. https://doi.org/10.1007/s10758-014-9238-0
McLaughlin, J. E., Khanova, J., Persky, A., Hathaway, N., & Cox, W. (2017). Design, implementation, and outcomes of a three-week pharmacy bridging course. American Journal of Pharmaceutical Education, 81(7). https://doi.org/10.5688/ajpe8176313
Muir, T. (2020). Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00320-3
Muir, T., & Geiger, V. (2015). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149–171. https://doi.org/10.1007/s13394-015-0165-8
Murphy, J., Chang, J. M., & Suaray, K. (2015). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47(5), 653–673. https://doi.org/10.1080/0020739X.2015.1102979
Ni, M., Kwok, L., Zhen, L., Xie, Y., Long, H., Zheng, X., & Li, W. (2015). Preface. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9167, 243–254. https://doi.org/10.1007/978-3-319-20621-9
Nihlawi, R., El-Baz, H., & Gunn, C. (2017). Looking Into the Impact of Flipped Learning Pedagogy on Students’ Perceived Learning Experience in Undergraduate Mathematics Courses. ICERI2017 Proceedings, 5809–5819. https://doi.org/10.21125/iceri.2017.1521
Novak, J., Kensington-Miller, B., & Evans, T. (2016). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48(5), 647–658. https://doi.org/10.1080/0020739X.2016.1267810
Ogden, L. (2015). Student perceptions of the flipped classroom in college Algebra. Primus, 25(9), 782–791. https://doi.org/10.1080/10511970.2015.1054011
Overmyer, J. (2015). Research on flipping college algebra: Lessons learned and practical advice for flipping multiple sections. Primus, 25(9), 792–802. https://doi.org/10.1080/10511970.2015.1045572
Parslow, G. R. (2005). Multimedia in Biochemistry and Molecular Biology Education Commentary: Critical Thinking. Biochemistry and molecular biology education, 33(5), 371. https://doi.org/10.1002/bmb20642
Pavanelo, E., & Lima, R. (2017). Sala de aula invertida: A análise de uma experiência na disciplina de Cálculo I. Bolema - Mathematics Education Bulletin, 31(58), 739–759. https://doi.org/10.1590/1980-4415v31n58a11
Peters, T., Johnston, E., Bolles, H., Ogilvie, C., Knaub, A., & Holme, T. (2018). Benefits to Students of Team-Based Learning in Large Enrollment Calculus. Primus, 30(2), 211–229. https://doi.org/10.1080/10511970.2018.1542417
Petrillo, J. (2015). On flipping first-semester calculus: A case study. International Journal of Mathematical Education in Science and Technology, 47(4), 573–582. https://doi.org/10.1080/0020739X.2015.1106014
Prieto, A. (2017). Profesor 3.0: Flipped classroom ¿Cuáles son sus ventajas? ¿Cuál es su origen y su evolución posterior? ¿Por qué no es una moda más? ¿Por qué mejora el aprendizaje? ¿Por qué deberías leer sobre este modelo en este verano?. https://bit.ly/3vBNZnx
Reyneke, F., Fletcher, L., & Harding, A. (2018). The Effect of Technology-based Interventions on the Performance of First Year University Statistics Students. African Journal of Research in Mathematics, Science and Technology Education, 22(2), 231–242. https://doi.org/10.1080/18117295.2018.1477557
Salas-Rueda, R.-A., & Lugo-García, J.-L. (2019). Impacto del aula invertida durante el proceso educativo sobre las derivadas. Edmetic, 8(1). https://doi.org/10.21071/edmetic.v8i1.9542
Santiago, R., & Bergmann, J. (2018). Aprender al revés. Ediciones Paidós.
Sarawagi, N. (2014). a Flipped Cs0 Classroom: Applying Bloom’S. Journal of Computing Sciences in Colleges, 29(6), 21–28.
Scott, C. E., Green, L., & Etheridge, D. (2016). A comparison between flipped and lecture-based instruction in the calculus classroom. Journal of Applied Research in Higher Education, 8(2), 252–264. https://doi.org/10.1108/JARHE-04-2015-0024
Shi-Chun, Ze-Tian, & Yi, W. (2014). The Flipped Classroom Advantages and Challenges, (Emtc), 17–20. https://doi.org/10.2991/emtc-14.2014.3
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79–103. https://doi.org/10.1007/s40692-019-00142-8
Shinaberger, L. (2017). Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course. Journal of Statistics Education, 25(3), 122–130. https://doi.org/10.1080/10691898.2017.1381056
Song, Y., & Kapur, M. (2017). How to Flip the Classroom – “ Productive Failure or Traditional Flipped Classroom ” Pedagogical Design? Journal of Educational Technology & Society, 20(1), 292–305.
Spilka, R., & Popper, F. (2014). Pedagogical Experiment With Online Visualization of Mathematical Models in Math Teaching on Elementary School. Iceri2014: 7Th International Conference of Education, Research and Innovation, 2001, 901–910.
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Sun, Z., Xie, K., & Anderman, L. H. (2017). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36, 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003
Talbert, R. (2014). Inverting the Linear Algebra Classroom. Primus, 24(5), 361–374. https://doi.org/10.1080/10511970.2014.883457
Talbert, R. (2015). Inverting the transition-to-proof classroom. Primus, 25(8), 614–626. https://doi.org/10.1080/10511970.2015.1050616
Talbert, R. (2017). Flipped Learning: Aguide for higher education faculty. Stylus Publishing.
Tan, C., Yue, W.-G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192–200. https://doi.org/10.1016/j.cnre.2017.10.006
Tawfik, A. A., & Lilly, C. (2015). Using a Flipped Classroom Approach to Support Problem-Based Learning. Technology, Knowledge and Learning, 20(3), 299–315. https://doi.org/10.1007/s10758-015-9262-8
Toor, A., & Mgombelo, J. (2018). Math centers: A pedagogical tool for student engagement in intermediate math class. https://hal.archives-ouvertes.fr/hal-01949020
Tourón, J., & Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela. Revista de Educacion, (368), 33–65. https://doi.org/10.4438/1988-592X-RE-2015-368-288
Triantafyllou, E., & Timcenko, O. (2014). Introducing a flipped classroom for a statistics course: A case study. Proceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering, EAEEIE 2014, 5–8. https://doi.org/10.1109/EAEEIE.2014.6879373
Triantafyllou, E., & Timcenko, O. (2015a). Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students. In P. s. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2–7, 2015, Proceedings, (pp. 714-723). Springer International Publishing. https://doi.org/10.1007/978-3-319-20609-7_67
Triantafyllou, E., & Timcenko, O. (2015b). Student perceptions on learning with online resources in a flipped mathematics classroom. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, 2573–2579.
Turra, H., Carrasco, V., González, C., Sandoval, V., & Yáñez, S. (2019). Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics. Higher Education Pedagogies, 4(1), 136–155. https://doi.org/10.1080/23752696.2019.1644963
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28(May), 1–18. https://doi.org/10.1016/j.edurev.2019.05.003
Vanka, A., Vanka, S., & Wali, O. (2019). Flipped classroom in dental education: A scoping review. European Journal of Dental Education, (November 2019), 213–226. https://doi.org/10.1111/eje.12487
Ward, M., Knowlton, M. C., & Laney, C. W. (2018). The flip side of traditional nursing education: A literature review. Nurse Education in Practice, 29(July 2017), 163–171. https://doi.org/10.1016/j.nepr.2018.01.003
Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2015). Exploring Flipped Classroom Instruction in Calculus III. International Journal of Science and Mathematics Education, 15, 545–568. https://doi.org/10.1007/s10763-015-9704-8
Wei, X., Cheng, I. L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461-1484. https://doi.org/10.1007/s11423-020-09752-x
Weinhandl, R., Lavicza, Z., Hohenwarter, M., & Schallert, S. (2020). Enhancing flipped mathematics education by utilising geogebra. International Journal of Education in Mathematics, Science and Technology, 8(1), 1–5. https://doi.org/10.46328/ijemst.v8i1.832
Winquist, J. R., & Carlson, K. A. (2014). Flipped statistics class results: Better performance than lecture over one year later. Journal of Statistics Education, 22(3), 10. https://doi.org/10.1080/10691898.2014.11889717
Wright, S. E. (2015). Linear algebra and the experiences of a “flipper.” Primus, 25(8), 627–640. https://doi.org/10.1080/10511970.2015.1031304
Yang, Q. F., Lin, C. J., & Hwang, G. J. (2019). Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model. Interactive Learning Environments, 1–34. https://doi.org/10.1080/10494820.2019.1637351
Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9), 907–921. https://doi.org/10.1080/10511970.2015.1031307
Young, A. (2015). Flipping the calculus classroom: A cost-effective approach. Primus, 25(8), 713–723. https://doi.org/10.1080/10511970.2015.1031298
Zainuddin, Z., Haruna, H., Li, X., Zhang, Y., & Chu, S. K. W. (2019). A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon, 27(2), 72–86. https://doi.org/10.1108/OTH-09-2018-0027
Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Educational Technology and Society, 20(2), 89–100.
Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. Primus, 25(9), 847–860. https://doi.org/10.1080/10511970.2015.1031305
Fornons Jou, V., & Palau Martin, R. (2021). Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática. Education in the Knowledge Society (EKS), 22, e24409. https://doi.org/10.14201/eks.24409
Descargas
Los datos de descargas todavía no están disponibles.
Datos de publicación
Metric
Este artículo
Otros artículos
Revisores/as por pares
2
2,4
Perfil evaluadores/as N/D
Declaraciones de autoría
Declaraciones de autoría
Este artículo
Otros artículos
Disponibilidad de datos
N/D
16%
Financiación externa
N/D
32%
Conflictos de intereses
N/D
11%
Metric
Esta revista
Otras revistas
Artículos aceptados
21%
33%
Días para la publicación
246
145
Indexado en
-
—
- Editor y equipo editorial
- Perfiles
- Sociedad académica
- N/D
- Editorial
- Ediciones Universidad de Salamanca
Para obtener más información sobre un dato, haga clic 
PF es mantenido por el Public Knowledge Project
+
−