The influence of flipped learning on the motivational factors of students in mathematics: observation and results of a first narrative analysis

Abstract

This article has the purpose of examining the possible impact of flipped learning, a widely used innovative teaching methodology, on the motivational factors in mathematics teaching and learning. At the end of an experimentation lasting 20 hours, an analysis on narrative essays written by 200 secondary school students was conducted. First evidence suggests that flipped learning is a methodology that can create a learning environment with a positive influence on motivational factors.