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Article

Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case

Faculty of Education in Science and Technology Technion, Israel Institute of Technology, Haifa 3200003, Israel
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Academic Editors: William Guo and Christopher C. Tisdell
Mathematics 2021, 9(13), 1500; https://doi.org/10.3390/math9131500
Received: 19 May 2021 / Revised: 22 June 2021 / Accepted: 24 June 2021 / Published: 26 June 2021
This study presents a designated flipped classroom (FC) mathematics environment that utilizes a unique online platform designed for Arab minority students in Israel. It investigates how studying in an FC affects conceptual understanding and motivation to study mathematics among Arab high school students. The study also explores the factors that contribute to effective learning in the FC environment. Participants were 75 Arab high school students in 10th and 11th grades who studied advanced mathematics. Each grade group was randomly divided into two subgroups: an FC group and a traditional classroom group (comparison group). Quantitative questionnaires given before and after the learning program served to measure students’ motivation and conceptual understanding of the derivative and integral topics. Additionally, a random sample of students who studied in the FC group and the teacher who taught all the groups were interviewed. The study describes the positive effect an FC environment has on students’ conceptual understanding, particularly for 11th graders. The participants mostly appreciated how the FC resulted in less lecturing in class. The study contributes to the literature about FC among minorities and contributes to national and international efforts being made to reduce the gap in mathematics achievements between minorities and other sectors. View Full-Text
Keywords: flipped classroom; Arab minority; mathematics learning; conceptual understanding; motivation flipped classroom; Arab minority; mathematics learning; conceptual understanding; motivation
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MDPI and ACS Style

Sharkia, H.; Kohen, Z. Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case. Mathematics 2021, 9, 1500. https://doi.org/10.3390/math9131500

AMA Style

Sharkia H, Kohen Z. Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case. Mathematics. 2021; 9(13):1500. https://doi.org/10.3390/math9131500

Chicago/Turabian Style

Sharkia, Halima, and Zehavit Kohen. 2021. "Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case" Mathematics 9, no. 13: 1500. https://doi.org/10.3390/math9131500

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