Towards Flipped Learning in Upper Secondary Mathematics Education

Challenges for students in the 21st century, such as acquiring technology, problem-solving, and cooperation skills, also necessitate changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is by utilizing recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that investigates vital elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analyzing the oral and written data collected over ten months using grounded theory approaches suggested categories (a) confidence when learning; (b) learning by working, and, and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms. These categories indicate that when using FL approaches in mathematics learning, it could be essential for students to acquire knowledge in a confident and adaptable environment actively