Abstract
The flipped classroom approach is one of the most popular growing models in education. It is widely used all over the world and in every age group, field, and subject. It aims to stimulate meaningful learning through the use of software applications and promotes a student-centred approach in the teaching and learning context. Before coming to class, the student engages with technology equipment, such as educational applications, pre-recorded videos, YouTube, quizzes, and other learning management systems. In this current study blended learning in the form of the flipped classroom was implemented. The technological, pedagogical, and content knowledge design is discussed as it underpinned the theoretical framework when using the flipped classroom approach. This current study investigated first-year pre-service mathematics teachers and their experiences of being exposed to a flipped classroom approach. The findings in this have suggested that the flipped classroom experience was effective and engaging as an active teaching and learning strategy; however, more time was needed in class to go over homework material submissions. The flipped classroom approach can be used to enhance both teaching and learning and from this study it was clear that pre-service mathematics teachers found it helpful in mastering their 21st century skills and had a positive experience in mastering their set content.
Keywords: flipped classroom approach, blended learning, pre-service teachers, mathematics, enhance teaching and learning