{"id":981,"date":"2022-07-31T19:47:43","date_gmt":"2022-07-31T19:47:43","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=981"},"modified":"2022-07-31T19:47:43","modified_gmt":"2022-07-31T19:47:43","slug":"flipped-learning-in-secondary-school-mathematics-is-it-worth-the-flip-2021","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2022\/07\/31\/flipped-learning-in-secondary-school-mathematics-is-it-worth-the-flip-2021\/","title":{"rendered":"Flipped learning in secondary school mathematics- is it worth the flip? (2021)"},"content":{"rendered":"<p><strong>Authors: <\/strong>Hannah Edwards and Sarah Wright<br \/>\n<strong>Published:<\/strong> 2021<br \/>\n<strong>Publication:<\/strong>&nbsp;DECP Debate<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">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 &amp; Pasley, 2004), resulting in disengaged and dissatisfied students (Boaler et al., 2015; Brown et al., 2008; Clark, 2015; Nardi &amp; 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 &amp; 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.<\/p>\n<p>This is a pre-publication version of the following article:<\/p>\n<p><span class=\"authors\">Edwards, H. &amp; Wright, S.<\/span>&nbsp;<span class=\"date\">(2021)<\/span> Flipped learning in secondary school mathematics- is it worth the flip? <em><span class=\"serial_title\">DECP Debate, 179, <\/span><\/em><span class=\"serial_title\">7-15.<\/span><\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2022\/07\/Flipped-Learning_Is-It-Worth-the-Flip_Hannah-Edwards_Sarah-Wright-PRE-PUBLICATION.pdf\">Download (pre-publication version)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Hannah Edwards and Sarah Wright Published: 2021 Publication:&nbsp;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 &amp; Pasley, 2004), resulting &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2022\/07\/31\/flipped-learning-in-secondary-school-mathematics-is-it-worth-the-flip-2021\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1003972,873578,440],"tags":[1003884,1003886],"class_list":["post-981","post","type-post","status-publish","format-standard","hentry","category-covid-19","category-flipped-learning","category-mathematics","tag-academic-critique","tag-published-article"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/981","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=981"}],"version-history":[{"count":2,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/981\/revisions"}],"predecessor-version":[{"id":1060,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/981\/revisions\/1060"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=981"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=981"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=981"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}