Technology is constantly evolving in society. Teachers must, in step with society’s technological development, be able to use new digital resources in order to give students the best possible learning outcome. The purpose of this study is to acquire a deeper insight into students’ beliefs of a teaching method that uses digital resources, namely flipped classroom. The research question in this master’s thesis is: How do secondary school students perceive flipped classroom in mathematics? To answer the research question, I have chosen a qualitative research method. Qualitative data were obtained through six interviews and observation of a teaching lesson in mathematics. The interviews consisted of one teacher interview and five student interviews. Through several interviews about the students’ experience with a flipped classroom, I can say something about the students’ beliefs of this teaching method. The beliefs are viewed from a socio-cultural perspective on learning and are seen in connection with adapted education, in-depth learning and assessment for learning.

Master's thesis in Mathematics education (MA502)