Perspectives of Mathematics Instructors on The Flipped Learning Model

Abstract

Technological developments are efficient for the entrance of new learning approaches into our lives. Flipped learning model is also one that has been frequently applied recently. This study aims to examine the perspective of mathematics instructors who have applied the flipped learning model in their mathematics lessons. Within this context, eight math instructors who have applied the flipped learning model in their mathematics lessons participated in this study. The method of this study designed qualitatively is case study. The sampling of it was determined as the criterion sample among the purposeful sampling methods. As a result of the study, it was determined that the concepts of taking learning out of the classroom and technological learning stand out in the definitions of flipped learning model of mathematics instructors. Mathematics instructors stated that the flipped learning model is usable in mathematics lessons, but may not be suitable for every subject. In addition, the study gives information about the positive sides of using the flipped learning model in mathematics lessons and the difficulties that can be encountered during the process.