Abstract:

Flipped classroom is an approach which changes the role of home works and classroom assignments. Teaching and learning in math like many other lessons are not only summarized in conveying the concepts and definitions to the students, but also this process encompasses developing and generalizing concepts by students, motivating students, developing creativity power, applying concepts and making relationships between them by learners are of main concerns. The innovation in flipped classes is replacing the role of teachers from the only speaker who conveys some concepts in a one way relationship with students in the class to a facilitator and supervisor in the class and raises more responsibility in students. Moreover, applying technology in flipped classes is defined in an interactive collaboration. The more significant point is that Technics used in flipped classes are still vague and not clear for students , teachers and parents and research is required to be done on the impact of traditional Technics of teaching in comparison to that of flipped classrooms.

Furthermore, not much empirical research has been done in the field of teaching mathematics and most of them have been in other fields of study. Therefore, it is crucial to investigate about some designed principles based on empirical research for teaching mathematics.

This research, studies the effect of flipped classes on learning of students in two higher and lower levels based on Bloom’s classification. The hypothesis in this research is that a flipped class has an effect on different levels of learning mathematics. This study aimed to examine the effect of flipped classroom on mathematics learning levels of students in the 5th year of primary school. The statistical population of this quasi-experimental study was pretest-post-test design with control group and included all 5th grade girl students in the academic year of 2017-2018 in Loghman primary school in Tehran, Iran. The sampling method was simple random clustering with sample size of 60 students. Data were gathered using teacher made out come test. At first pretest was performed. The experimental group received the instruction based on flipped classroom and the control group received the instruction in a conventional method. Students were divided in two equal groups of 30 students. The flipped class was divided into six groups of 5 students who received educational contents via Telegram social network and each group worked on a separate topic and then the teacher shared the performance results of each group and asked the other groups to discuss about their performance and the teacher solved their problems. Before this performance, parents have been talked to and they confirmed the correct implementation of this process. At the end of the training post-test was done for the two groups. The multi co-variance test has been used to test the research hypothesis. Generally, the results of the study indicated that instructional flipped classroom method has improved students higher learning level in the mathematics course but it has not had meaningful effect on the lower level learning outcomes. Some recommendations are provided concerning implementation of experimental designs based on media comparison approach.

Keywords:

Flipped classrooms, traditional teaching method, technology, Primary school, teaching mathematics.