The enactment of a flipped classroom approach in a senior secondary mathematics class and its impact on student engagement

Once considered the domain of higher education, the flipped classroom is increasingly being implemented in secondary school settings. Although enactments of the approach vary, it typically involves the use of digital technologies to shift direct instruction to the home environment, providing for more targeted in-class teaching. This paper describes how a flipped classroom approach was enacted in a senior secondary mathematics classroom and reports on the students' and teacher's perceptions of the impact of the approach in terms of students' engagement with mathematics. It adds to the limited research in this area through providing an account of how flipping the classroom works in practice and its potential for engaging students in mathematics.