Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020

Chung Kwan LO, Khe Foon HEW

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach. In this review, we examined the results of comparative studies published between 2011 and 2020 to summarize the effects of this instructional approach (vs. traditional lecturing) on students’ behavioral, emotional, and cognitive engagement with mathematics courses. Thirty-three articles in K–12 and higher education contexts were included for analysis. The results suggest that the use of the flipped classroom approach may increase some aspects of behavioral engagement (e.g., interaction and attention/participation), emotional engagement (e.g., course satisfaction), and cognitive engagement (e.g., understanding of mathematics). However, we discovered that several aspects (e.g., students’ attendance, mathematics anxiety, and self-regulation) of student engagement have not been thoroughly explored and are worthy of further study. The results of this review have important implications for future flipped classroom practice (e.g., engaging students in solving real-world problems), and for research on student engagement (e.g., using more objective measures, such as classroom observation) in mathematics education. Copyright © 2021 Lo and Hew.
Original languageEnglish
Article number672610
JournalFrontiers in Psychology
Volume12
Early online date31 May 2021
DOIs
Publication statusPublished - May 2021

Citation

Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology, 12. Retrieved from https://doi.org/10.3389/fpsyg.2021.672610

Keywords

  • Flipped classroom
  • Flipped learning
  • Mathematics education
  • Literature review
  • Systematic review

Fingerprint

Dive into the research topics of 'Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020'. Together they form a unique fingerprint.