Employing the flipped classroom strategy in primary mathematics classes

  • Ibrahim Alhussein Khalel PhD in Mathematics Education, Mathematics Teacher, Saudi Arabia, i.kh2012@hotmail.com
  • Omar saad Al- tmaran PhD Student in imam muhammad ibn saud islamic university, Saudi Arabia, aaa.1510@hotmail.com
  • Abdulhamid essa Hashmi PhD Student in Umm Al-Qura University, Saudi Arabia, Hmid554@hotmail.com
Keywords: flipped classroom, Mathematics, primary school


This study aims to identify the implications of using the flipped classroom strategy in the primary school in teaching practices of mathematics classes of mathematics teachers and their students. This study used a qualitative approach. The sample of the study consists of (2) mathematics teachers in the primary school and (42) students from the sixth grade students. The study used the following tools: Teacher notebook, participant note, interview. The study used thematic analysis to analyze the data. The study reached a number of results, including: flipped classroom strategy contributed to the development of mathematical achievement, classroom interaction, the attitude towards teaching and learning mathematics. The flipped classroom strategy allowed teachers to take more of lesson ideas, use several strategies in the classroom, plan and prepare for the lesson. The study recommended: We need to train teachers to employ techniques in mathematics education, and to produce instructional videos for math lessons.

Key word: flipped classroom – Mathematics - strategy in primary


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How to Cite
Khalel, I., Al- tmaran, O., & Hashmi, A. (2020). Employing the flipped classroom strategy in primary mathematics classes. International Journal of Research in Educational Sciences. (IJRES), 4(1), 497 - 529. Retrieved from http://iafh.net/index.php/IJRES/article/view/233