Page 256 - RUICHSS 2023 Proceeding

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

method which draws heavily from constructivist theories. As a result, the role

of teachers in the flipped classroom is transformed into a transaction role.

Bergmann & Sams (2012) defined the flipped classroom (FC) approach as “a
blended learning model, which aims to facilitate teachers to make better use

of the face-to-face sessions through minimizing teacher lecture and increasing
students’ active learning, collaboration and scaffolding”. In 2019, Umam and

Mulyono stated that most teachers have been successful in getting into the

flipped classroom approach as a transaction role, to elicit change in their
classroom instruction towards career and life skills in mathematics education.

As a preliminary step, the Mathematics Department of the Ministry of

Education in Sri Lanka initiated a pilot programme based on the flipped
classroom approach in 2018. The pilot study was launched with grade six

students and teachers from 20 schools in the Piliyandala Zonal Education
Division. Students are asked to prepare for the lesson before coming to the

classroom based on activities related to the textbook. Teachers' reflections in

this pilot study revealed that the flipped classroom approach was effective in
many ways in enhancing students' self-learning as well as career and life skills

through intrinsic motivation leading to learning mathematics.

Therefore, the Department of Mathematics of the Ministry has recommended
the flipped classroom approach to develop students’ career and life skills,

which are most important for the learning-teaching process of mathematics in

st
the 21 century. The values of career and life skills are also emphasised in the
st
framework from the partnerships for 21 Century skills framework (P21,
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