Designing, implementing, and evaluating mathematical tasks in line with the 5E-based flipped classroom model

This study aims to design, implement, and evaluate the feasibility of mathematical activities based on the 5E-based flipped classroom model for the topics covered in the 5th unit of the 7th grade mathematics course within the geometry learning domain. The educational design research model, one of the design-based research methods, was adopted in the study. The study consists of three main phases: analysis and exploration, design and development, and evaluation and reflection. Within the scope of the study, the lesson planning stages and principles of the 5E-based flipped classroom model were used to design, implement, and evaluate the applicability of the activities. The designed mathematical activities were implemented in a 5E-based flipped learning environment, and the implementation process was examined in detail. The research process was carried out as seven micro-cycles and one macro-cycle. Rubrics were prepared to obtain expert opinions on the mathematical activities designed within the scope of the study. In the study, three implementations were carried out in a real classroom setting. The first implementation in the study was conducted during the 2021–2022 academic year with 35 seventh-grade students at a public school, while the second implementation was carried out with 32 students from another seventh-grade class at the same school. Based on the findings from the first and second cycles, improvements were made to the design of the mathematical activities. In the third cycle, each activity was discussed in detail through real-time meetings with experts via Zoom. The third implementation of the study was completed during the 2022–2023 academic year with 25 seventh-grade students in a different region from the first two implementations. In the third cycle, efforts were made to determine how the activities designed for the 5E-based flipped classroom environment were implemented, and the applicability of the model was also evaluated. To examine how the designed mathematical activities were implemented in the 5E-based flipped learning environment, data were collected and analyzed from the students in the study group identified for the third implementation. In the study, data were collected through students' activity sheets, GeoGebra worksheets and screen recordings, documents uploaded to Google Classroom, Google Classroom screen recordings, in-class audio and video recordings during the implementation process, and teacher field notes. An analysis framework was developed based on the lesson planning stages and principles of the 5E-based flipped classroom model in order to analyze the data. The data were analyzed using content and descriptive analysis methods. The findings of the study revealed that the lesson planning stages and principles presented through the 5E-based flipped classroom model were effective in the design of mathematical activities. During the design and implementation process, it was observed that the principles not only served the stages to which they belonged but also supported each other across different stages. During the implementation of the designed mathematical activities in the 5E-based flipped learning environment, it was observed that the lesson planning stages and principles outlined in the model were applicable in a different context from the one in which they were originally presented—specifically, within the Turkish education system and in two different school settings located in distinct geographical regions.