Impact of Using Flipped Classroom Strategy in Developing the Mathematical Thinking of Pre-Service Teachers in Open Education Systems in Jordan

Abstract

This study aimed to investigate the impact of the use of the flipped classroom strategy in developing the mathematical thinking of pre-service teachers in the Faculty of Education in open education systems in Jordan. The sample of the study consisted of students enrolled in the program of educational studies for the year 2019/2020 in the open education systems. To achieve the objectives of the study, the validity and reliability of a mathematical thinking test was verified. The methodology of the study was used in a quasi-experimental design, and the results of the study showed statistically significant differences between arithmetic means of mathematical thinking (α=0.05) in favor of the post mathematical thinking test and showed no statistically significant difference (α=0.05) between the arithmetic means of the employee in the field of education and non-employee in mathematical thinking.