Flipped classroom in the teaching of mathematics: A systematic review

Abstract

The Flipped Classroom (FC) methodology has been gaining prominence in recent years in the various stages of schooling. An example of this is the growing number of articles about FC that can be found in scientific journals. The objective of this research is to analyze the scientific production about FC in the area of mathematics teaching. Five variables of analysis have been determined: academic performance, students' self-perception, the role acquired by students, social interaction and attitudes towards mathematics classes. The international databases consulted to carry out the systematic review were Scopus and Web Of Science (WoS), where 215 and 198 documents were obtained respectively; having set the time period of the search between 2010 and 2020. After exclusions, 86 articles comprising 20,027 students were submitted to our meta-analysis. The analysis of the different papers seems to indicate that the use of FC favors the learning of mathematics in different aspects such as academic performance, active participation, motivation, interest and interaction among students and between students and teachers.