id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
cord-322135-qbqjh6jh	Cevikbas, Mustafa	Flipped classroom as a reform-oriented approach to teaching mathematics	2020-10-07		.txt	text/plain	9371	451	50	In the case study described in this paper, we investigated one mathematics teacher's transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students' learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. Although FC has been defined in different ways, there is a consensus that FC is a student-centered pedagogy, giving teachers more time for implementing active learning activities, enabling social interaction and collaboration, creating technology-rich environments in accordance with differentiated learning, and presenting opportunities for students to move through the zone of proximal development (for details see Cevikbas and Argün 2017) .	./cache/cord-322135-qbqjh6jh.txt	./txt/cord-322135-qbqjh6jh.txt