Page 255 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

Keywords: The Flipped Classroom, Mathematics, Career and Life Skills

1. Introduction and Research Problem

Recently, a paradigm shift in educational practice has taken place as a result

of the introduction of a new instructional approach driven by technological
advancements. With the revolution of new technology, mathematics teachers

are turning their attention to blended learning models which use technologies
to enhance learning-teaching paradigm. Among them, the flipped classroom

approach is a popular pedagogical practice in mathematics for it provides

st
opportunities for enhancing 21 century skills, while allowing students to
learn at their own pace and from anywhere.

According to Strayer (2012), and Xu and Yeli (2018), the flipped classroom

approach is relatively a new teaching method that relies on constructivism. It
consists of two parts: interactive learning activities conducted during class and

individual computer-based learning using technological equipment outside the

classroom. It is also described as a model in which students access online
videos, lecture notes, pictures, and other materials uploaded by the teacher

before the classroom, and subsequently, they use class time for engaging in

meaningful activities and discussions (Hughes, 2012; Fauth, 2015). The role
of the teacher in a flipped classroom is to support students in constructing

knowledge and serve as a facilitator and collaborator of students' learning.
Therefore, the flipped classroom approach is a student-centered learning

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