Authors: Hannah Edwards and Sarah Wright
Published: 2021
Publication: DECP Debate

There is a growing argument that the traditional method of teaching maths is ineffective at developing fluent and adaptive mathematical skills (Boaler et al., 2015; Weiss & Pasley, 2004), resulting in disengaged and dissatisfied students (Boaler et al., 2015; Brown et al., 2008; Clark, 2015; Nardi & Steward, 2003). Flipped learning provides an alternative pedagogy, whereby digital instructional content is digested by students before lessons, freeing-up in-class time for more engagement with teachers and peers on real-life maths problems, promoting higher-level thinking skills (Bergmann & Sams, 2012). In this critique, theories underpinning flipped learning are described and a systematic search of the evidence-base exploring the effectiveness of flipped learning as a maths pedagogy for students aged 11-16 years is conducted and reviewed. Implications for using flipped learning in educational practice are discussed, including implications following the COVID-19 pandemic. With education experiencing unprecedented challenges since 2020 due to national lockdowns, increased student and teacher self-isolation, and reduced time in the classroom, the potential of flipped learning is considered as an alternative or additional supplement to traditional maths teaching.

This is a pre-publication version of the following article:

Edwards, H. & Wright, S. (2021) Flipped learning in secondary school mathematics- is it worth the flip? DECP Debate, 179, 7-15.

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