Impact of Using Flipped Classrooms On Developing the Skill of Mathematical Problem Solving and Mathematical Communication among Female Ninth Graders in Gaza

Abstract

Study aim: The study aimed to investigate the impact of using flipped classroom on developing the skills of mathematical problem solving and mathematical communication among female ninth graders in Gaza. Study tools: Test of the skills of mathematical problems solving and test of mathematical communication. Study sample: The study was applied on a sample consisting of (89) female students from Dair Al-Balah Preparatory Girl School (B). The experimental group consisted of (42) female students, while the control one consisted of (47) female students. Study approach: In her study, the researcher adopted the experimental approach. Study most important findings: There were statistically significant differences at the level of significance (α = 0.05) between the mean scores of female students of the experimental group and those of their counterparts of the control one in the test of the skills of mathematical problem solving and the test of mathematical communication in favor of the experimental group. Study most important recommendations: Conducting studies focusing on using the flipped classroom in teaching other school subjects with larger numbers of samples so as to reveal flipped classroom impact on various learning outcomes. Conducting studies based on the theoretical and philosophical fundamentals of flipped classroom to determine which of its aspects are more influential on intended learning outcomes. Keywords: flipped classroom – mathematical communication – mathematical problem solving