Page 260 - RUICHSS 2023 Proceeding

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

discussions during class time. The role of a flipped classroom teacher is to

support students with the construction of knowledge and foster a student-
centered learning method drawing heavily from constructivism theories. As a

result, the role of teachers in the flipped classroom is transformed into a

transaction role. In light of this situation, and the influence of social needs in
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the 21 century, there should be a transformation of the current mathematics
teacher and the textbook-centred learning environment in order to promote the
development of students' skills.

According to Warner and Kaurb (2017), the flipped classroom environment
has been transformed into a more active, participatory environment,

improving learners' creativity and career and life skills. This transformation is
in line with 21st-century skills influenced by pedagogy and technologies.

st
Furthermore, he affirms the value of developing 21 century skills through
student-centred learning that emphasises 2T2C model. Also, he stated that

real-world mathematics enhances the quality of learning by developing

student participation, self-learning experiences outside the classroom based on
technology, and encouraging problem-based learning to develop career and

life skills. In 2018, Park revealed that learners improved their responsibility,

problem-solving ability, creative thinking, cooperative ability, and career and
life skills through the flipped learning approach.

Furthermore, Umam and Mulyono (2019) conducted an in-depth study on the
implementation of the flipped classroom involving mathematics teachers, and

they stated that teachers perceived this as an approach that could improve life

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