Flipped classroom technology in the contextual teaching of mathematics to university students

Abstract

The study aims to identify the alignment of the flipped classroom technology with the principles of the contextual approach to teaching mathematics to university students. The article examines the existing practical experience of using flipped classroom in the Russian educational process and reveals the absence of its implementation within the framework of contextual learning, analyzes the main ideas of the flipped classroom technology in terms of its conformity with the principles of contextual learning, demonstrates the consistency of the semiotic, imitative, and social contextual learning models and the flipped classroom technology, and outlines the main stages of the flipped classroom technology in the contextual teaching of mathematics to university students, indicating the specifics that are important to consider when planning and implementing the learning process. The scientific novelty of the study lies in identifying the specifics of integrating the flipped classroom technology into the contextual learning process for university students and the methodological potential of the technology for designing and implementing the teaching of mathematics at the university.