A qualitative study on the teachers’ perception of cooperative learning approach on student learning mathematics in the flipped classroom

This paper evaluates the perception of teachers and students towards cooperative learning on student learning in the flipped classroom undertaking mathematics lesson in Hong Kong local secondary school. The learner-centred approach as a flipped classroom has been rising that the pedagogical complication of a teacher-centred instruction could be addressed. The study aims to investigate the perception of putting the flipped classroom into effect with cooperative learning in Mathematics lessons and describe the teachers' and students' attitudes toward these approaches within mathematics lessons.
The target groups are three mathematics teachers in secondary schools located in New Territories. There are three components of flipped classrooms, such as pre-recorded lectures, quizzes, and in-class group activities, as stated objectives on Mathematics achievement by using three levels of Bloom's Taxonomy, including knowledge, comprehension, and application. The flipped classroom approach is expected to affect students' academic achievement, learning motivation and learning differences. It promotes learning diversity to overcome the limitations of the traditional classroom and satisfy the learning needs of the students (Basal, 2015; Roehl, Reddy, & Shannon, 2013).
The findings of this paper reveal the achievement on claimed benefits in math flipped classroom and then explore the complication of teaching implementing the flipped classroom on mathematics, and thus, analyze the challenge which hampered the development of flipped learning in mathematics. Based on the findings of this study, it can be summarized that teachers felt positive as students had more opportunities to take ownership of their learning as they could prepare lessons before class. This paper contributes to investigate some fatal flaws for applying the flipped classroom model in Hong Kong that will advance innovative teaching approaches in Mathematics. Beyond this board purpose, this paper provides some practical implications and should be further studied by teachers of mathematics in the future.