Flipped Classroom in Mathematics Education: A Scoping Review

Source abstract

This study was based on the scope review research framework and analyzed 221 papers on flipped classroom research in mathematics education, published in Scopus from 2013 to 2024. It adopted both bibliometric and content analysis methods to statistically examine the literature from six dimensions: basic information, research topics, developmental dynamics, research methodology, research content, and implementation effects. The findings revealed a general upward trend in the number of publications, with most studies appearing in the journal PRIMUS and focusing predominantly on higher education. The evolution of key topics indicated that the initial phase of research was characterized by theoretical foundations, followed by the application of practical methodologies, and eventually shifted towards evaluating the effects of implementation. The existing body of research was largely empirical, with a strong emphasis on quantitative methods and student feedback. The flipped classroom model showed a positive impact on mathematics education as a whole. Nevertheless, the extant literature exhibited notable limitations, such as the marked similarity across studies, considerable methodological uniformity, and insufficient innovation.