Paper—Impact of Using Flipped Classroom Strategy in Developing the Mathematical Thinking of…

Impact of Using Flipped Classroom Strategy in

Developing the Mathematical Thinking of Pre-Service
Teachers in Open Education Systems in Jordan
https://doi.org/10.3991/ijet.v17i03.24973

Bahjat Altakhayneh
Arab Open University, Amman, Jordan
[email protected]

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 Jor-
dan. 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 fa-
vor of the post mathematical thinking test and showed no statistically signifi-
cant difference (α=0.05) between the arithmetic means of the employee in the
field of education and non-employee in mathematical thinking.

Keywords—flipped classroom, mathematical thinking, open education

1 Introduction

In recent years, developments in educational technology have emerged, represent-

ed in the employment of computer and mobile applications in various areas of life,
and they have led to a change in the teaching strategies and methods used, the styles
of education, and the qualifying and training of pre-service teachers on strategies
commensurate with these changes.
As a result of rapid developments of information and communication technology
and needs for applying distance learning, there are many calls worldwide to use new
strategies for teaching and training pre-service teachers which they receive in open
learning, in terms of providing an appropriate environment conducive to acquiring
21st century skills [1].
Open Education Systems (OES) in higher education provide interactive teaching
strategies to help learners think and acquire requirements of this new era, and to meet
the needs of society, and to qualify individuals to face the challenges of the changing
era[2].

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Nationally, the OES tries in a continuous manner to develop the curricula to face
the new challenges by providing teachers and students with learning platforms, activi-
ties, resources, and new strategies to reduce time and effort [3].
In OES the programs provide 25% of credit hours as face to face lectures and 75%
as synchronized and non-synchronized activities in the learning management systems
(LMS) which provides two types of tasks:
Resources: Provides resources to support student learning. It includes books, files,
folders, abstracts, worksheets, page modules, and IMS content packages. The re-
sources provide students with information, skills, lessons, and problem solving.
Activities: Tasks that the learner has to perform such as submitting assignments,
quizzes, attendance, lessons, questionnaires, feedback activity, glossary, forums, chat,
BigBlueButon (https://lms.arabou.edu.kw/jordan).
In OES, curricula are prepared through the Learning Management System (LMS)
and depend on hybridizing the face to face education system with distance learning in
a technological environment to provide educational programs and activities for devel-
oping the learner's capabilities in critical and creative thinking.
Mathematical Thinking (MT) skills are considered as one of the most important
learning outcomes of pre-service teachers in Jordan, where the pre-service teachers
acquire the skills of inductive, deductive, symbolizing, modeling, proofing, criticism,
analyzing, and interpretation [4].
The MT skills are very important for pre-service teachers to apply educational ex-
periences in real life problems and to relate mathematics with other subjects [5].
The ability to think mathematically and to use MT to solve problems is an im-
portant goal of schooling. In this respect, MT will support science, technology, eco-
nomic life and development in an economy. Increasingly, governments are recogniz-
ing that economic well-being in a country is underpinned by strong levels of what has
come to be called ‘mathematical literacy’ in the population [6].
Mathematics curricula provide a fertile environment to develop MT through devel-
oping the ability of students to solve problems, increasing the motivation of students,
and increasing the role of students in learning mathematics [5].
Training and qualifying mathematics teachers before service is very important to
develop their capacity of thinking and to acquire MT through using modern strategies
[7].
Based on the above, it is necessary to pay attention to the development of MT
among pre-service teachers, and to provide educational strategies that help in devel-
oping MT, by increasing the opportunity for learning for them and by training them in
MT skills, solving mathematical problems, and the use of qualitative strategies in a
changing era[3].
In view of the emergence of modern learning styles in higher education, such as
the style of distance education, and the emergence of strategies commensurate with
the technology, it was necessary to search for new educational strategies that provide
experiences and activities of OES, such as FCS, virtual classes, educational platforms,
and interactive software.
Flipped classroom strategy (FCS) is considered one of the most suitable strategies
for facing the challenges of distance learning since it can offer merging technology

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with teaching [8]. The principle of FCS is to prepare the materials of lessons firstly,
and to change the roles of teachers and students.
The teacher’s role of FCS is to prepare videos, abstracts, voices, and worksheets, to
increase learners’ interaction before attending the face to face lectures, and to acquire
the important skills and information. In the face to face lectures, the teacher provides
students with feedback about their progress in the course, so the classrooms became
the place for discussion and solving problems [9]. The FCS is a style of learning
through which the traditional role played by the university and the home is changed,
so that each takes the place of the other, as the traditional lecture is converted through
the FCS using the available and appropriate technology into recorded lectures that are
placed on the learning management website (LMS) so that the student can access it
anytime and anywhere, then he comes to the university to discuss, solve worksheets,
apply information, master skills, and solve problems [10].
Teaching mathematics courses at universities which adopted open learning requires
more class time for students to acquire the concepts, skills and its applications, so it is
very important to provide all content elements. In an FCS classroom strategy, the
learners will watch the lectures at home, before the time of the lecture, and then at the
time of the lecture they will review the problems through discussions, dialogues, and
solving worksheets [11]. 2018).
FCS is very important because it allows time for teachers to solve students’ prob-
lems by answering students’ questions instead of focusing on providing the content;
the lecture can be repeated more than once because it is recorded in the form of vide-
os. FCS gives teachers more freedom to determine the amount of time they spend
with each student, and it provides more transparency for parents and increases oppor-
tunities for communication with students and their parents [12].
To apply the FCS in universities which adopted open learning styles requires four
major pillars:

1. Flexible environment: The FCS allows for providing a variety of learning methods
and the teacher may need to constantly rearrange the classroom environment to suit
the lessons or subjects, so the students are able to choose when and where to learn.
2. Shift in the learning culture: Teachers define the content to be taught in a lecture
and the content students are required to discover on their own, and teachers use the
intended content to increase teaching time by using a variety of learning methods
such as active learning and problem solving.
3. Intentional content: In the FCS, an intentional shift takes place from the teacher-
centered class to the learner-centered class, and the learner actively participates in
the process of forming knowledge through the opportunities available to them.
4. Professional teachers: Regarding FCS, the need increases for trained teachers in
FCS to accept constructive criticism and receive immediate and delayed feedback
[13].

Amber et al. [14] suggested steps to implement the FCS as follows: determining
the aims of lessons, selection of the content, choice of the technology style, choice of
tasks, preparation of the content in digital form, determination of the activities, and
finally the digital evaluation.

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Alahmadi [9] refers to the stages of implementation of FCS as follows:

1. Determine the topic to be taught by the FCS.
2. Analyze the content of the topic into values, knowledge, skills, concepts, facts, and
problem solving.
3. Define a description of the educational video, including image, sound and text with
a duration not exceeding ten minutes.
4. Send the video to students through the students’ LMS, directing them to watch it.
5. Apply knowledge students learned through videos in interactive activities within
the classroom.
6. Student learning evaluation (formative, final).

The learning strategy using the FCS is implemented by motivating the learner to
self-learning, active learning, and using inquiry and differentiated education [11].
Many studies are interested in FCS in teaching such as Olakanmi’s [15] study
which aimed to investigate effects of FCS of instruction on academic performance
and attitudes of 66 first-year secondary school students towards chemistry. Findings
from this study revealed that the FCS facilitated a shift in students’ conceptual under-
standing of the rate of chemical reaction significantly more than the control group.
Positive significant differences were found on all assessments with the FCS students
performing higher on average. The findings of the study also support the notion that
teachers should be trained or retrained on how to incorporate the FCS into their teach-
ing and learning processes because it encourages students to be directly involved and
active in the learning.
Alhosneeh [16] conducted a study aimed at investigating the effects of developing
general self-efficacy and academic achievement of the science subject among ninth
grade female students in the Sultanate of Oman. The sample of the study consisted of
53 female students, the findings of the study showed that there are differences be-
tween the experimental and control group in both the self-efficacy scale and the
achievement test in favor of the experimental group (which was trained by FCS).
Through the researcher's experience in applying the FCS, she found that it had several
benefits the most important of which are that it enhances self-learning, contributes to
raising the level of motivation towards learning, and also provides students with so-
cial communication skills by applying cooperative learning in the classroom when
solving activities and exercises.
Khalil [17] conducted an action research study aimed at investigating the effects of
FCS in developing some self-organized learning skills and the tendency toward math-
ematics among sixth graders of elementary school. The number of sample members
was 18 students divided equitably into two experimental groups taught using FCS and
a control group taught by traditional methods. The study lasted three weeks and in-
cluded eight lessons from the unit "Operations on Ordinary Fractions," and the results
of the study showed that the level of the students' self-organized learning components
came in descending order: academic motivation, self-monitoring, and strategy adapta-
tion. The strategy also positively affected the attitude towards mathematics among the
students of the experimental group.

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Aldowekh [18] conducted a study to investigate the effects of FCS in teaching

computer courses on self-learning skills in Jubail City in Saudi Arabia. The results of
the study revealed that self-learning skills for female students increased in the exper-
imental group which was taught by FCS, and the FCS contributed to taking into ac-
count individual differences in the students’ learning according to their abilities, and it
contributed to increasing their motivation. Also, the results showed that most of the
students demonstrated their responsibility for self-learning of lessons without relying
on the teacher, with most students supporting the use and application of the FCS in
education.
DeCrazia et al. [19] conducted a study for university students, by studying the ef-
fect of the FCS on students' readiness during the time of formal lectures. The results
of the study showed that students during the application of this strategy were more
prepared and more understanding during the time of formal lectures.
Wagner et al. [20] conducted a study to investigate the effectiveness of applying
the FCS to electronic engineering students at the University of Regina in Canada. The
results of the study showed that students were more motivated to learn and more re-
ceptive and understanding of the topics at hand.
Mason et al. [21] conducted a study to compare students' performance and their
perceptions about teaching using the FCS. The results of the study showed that the
FCS encouraged students to practice problem-solving skills individually and collec-
tively, and students were more satisfied and interactive with the topics raised com-
pared to the students that used traditional strategies.
Davies et al. [22] conducted a study to investigate the benefits of FCS, students’
satisfaction with this method, and to compare it with traditional strategies. The results
of the study showed that the FCS facilitated students’ learning processes, making
them more motivated, effective, and more individual to adapt to their special needs.
The study of Butt [23] also supported the effectiveness of the FCS in increasing the
trend towards learning using the FCS among Australian university students.
Hazaymeh & Altakhaineh [24] conducted a study investigating the effect of FCS
on developing Emirati English Forgone Language learners’ pragmatic competence. It
compares FCS with the conventional method of developing learners’ request speech
acts. The results showed that FCS was more effective than the other method in raising
the level of pragmatic competence among the participants. Also, the results of the
study revealed that the participants’ performance-on-request speech acts in the treat-
ment group remarkably improved in the post-test, because they had a more flexible
and accessible e-learning environment, which in turn, enhanced their pragmatic com-
petence after the treatment.
Sabag et al. [25] conducted a study aimed to design a proposed model of a flipped
classroom based on projects. In addition, they investigated its effectiveness in devel-
oping educational software production skills for students of the Faculty of Education
at the Islamic University of Gaza. The results of the study revealed that there were
statistically significant differences between the means of the female students' degrees
in the pre and post application of the observation card in favor of the post application.
Dweikat & Raba [26] conducted a study to investigate the perceptions of EFL
teachers of the FCS in the Palestinian context. The sample of the study consisted of

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79 EFL teachers participating in the Teacher Education Improvement Project (TEIP)-

Additional Financing in Palestine. The quantitative results showed that the total de-
gree of teachers' responses was (3.85) which suggested a high level of perceptions.
The results of the study also revealed three major themes with regard to teachers’
perceptions and that teachers were somehow divided into two groups: the first group
was in favor of using the flipped learning model but with mature students and after
providing the required infrastructure, and the second group was not in favor of using
the flipped learning model because it might add more responsibilities and tasks to the
overloaded teachers and it might distract students as well.
Roasa [27] conducted a study aimed at identifying the effectiveness of the FCS in
teaching the science teaching strategies and its assessment course on the academic
achievement and mind habits developed by the students of Princess Norah bent Ab-
durrahman University. The sample of the study consisted of 81 students chosen from
Princess Norah bint Abdulrahman University in Saudi Arabia. The results showed
that supreme of the experimental group which used FCS in achievement, but no dif-
ferences between experimental and control group in habits of mind.
In the field of Mathematical Thinking (MT), Algaysi [28] conducted a study that
aimed to investigate the effectiveness of the Marazzano learning model in MT and the
attitudes towards mathematics among students of the primary stage in Tafila City in
Jordan. Results of the study showed the superiority of the experimental group which
was taught by Marazzano’s learning model over the control group which was taught
by conventional method in both MT and the attitudes towards mathematics.
Fernandez [29] also conducted a study aimed at describing students' MT and its re-
lationship to solving mathematical problems. It used the descriptive method, ques-
tionnaires, and interviews with students. The results of the study showed that the
training programs for MT contribute to developing students’ thinking and helps them
with flexibility in thinking, achievement, and the ability to solve mathematical prob-
lems.
Ersoy & Ganer [30] conducted a study aimed at investigating the influence of
problem solving on a specific topic in mathematics to improve mathematical problem-
solving and teaching skills, and its relationship to MT for students in the United States
of America. The results indicated that solving the problem for a specific topic has a
positive impact on MT as students are able to choose and strategically practice their
skills and abilities.
Barham and Al-Khatib [31] conducted a study to investigate levels of MT skills
among students of a teacher’s class at the Hashemite University and the relationship
to students’ achievement in mathematics. The results of the study also showed a cor-
relation between MT and achievement.
Risig [32] conducted a study to investigate the impact of real learning on develop-
ing MT skills among middle school students in Makkah Al-Mukarramah. The results
of the study showed the superiority of the experimental group that used real learning
over the control group that did not use real learning in all MT skills (induction, deduc-
tion, symbolism, logic, and mathematical proof), and the need to train teachers on real
learning strategy.

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Aprianto et al. [33] study aims to investigate the use of multimedia- assisted learn-
ing in a flipped classroom for fostering the students’ autonomous learning at EFL
University, the finding of this study showed that a flipped classroom by using multi-
media-assisted learning helps the students stimulate their autonomous learning be-
cause the students feel free to explore their creativity through an independent learning
atmosphere without any tension.
Zaroug et al. [34] e authors examined the impact of the proposed approach on vari-
ous facets of students’ SRL, including motivational beliefs, self-regulation strategies,
and collaborative strategies, the findings indicated that students who actively engaged
within flipped PBL activities demonstrated increases in cognitive and metacognitive
functioning both individually and collaboratively, moreover the participants also
claimed that the approach was useful and effective.
Alsalhi et al. [35] study aimed at investigating the influence of blended learning on
the academic performance of students of a statistics Bluman course at the University
of Ajman, the findings indicated significant statistical differences among the mean
scores on the students’ post-test in the two study groups. This is in favor of experi-
mental group, educated using blended learning. Furthermore, in the results, the scores
of the experimental group students were diverse based on the variable of gender (in
favor of females), and according to the students’ academic year (supporting those
students in the fourth academic year). However, there were no statistically significant
differences among the students according to the variable of the college in which they
studied.
The current study attempts to investigate the effect of using the FCS on developing
MT among pre-service teachers in OES.

1.1 Problem of the study

The emergence of recent trends in university education such as OES and distance
learning requires a review of the teaching strategies used, especially in the era of the
mobile and computerized application revolution. Traditional education strategies no
longer meet the purpose and achieve the desired educational goals [1].
It is imperative to provide educational strategies that are compatible with open ed-
ucation systems based on the integration of modern technologies with educational
platforms and LMS in order to provide suitable educational environments, save time
and effort, and increase students' motivation to learn.
In pre-service teacher preparation, it is imperative to train pre-service teachers on
educational strategies commensurate with the requirements of this age, increase op-
portunities for active learning for students, provide various and multiple resources,
increase self-learning opportunities, and invest mobile programs and applications in
education.
The Covid-19 pandemic affects teaching strategies worldwide and in Jordanian
universities, so the teaching and learning style must change according to requirements
of the modern era.
The study’s problem is represented in an attempt to investigate the impact of using
the FCS on developing MT among pre-service teachers in OES in Jordan and its rela-

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tionship to the nature of the pre-service teachers (employee in the field of education /
non-employee).

1.2 Questions of the study

1. What is the effect of using the FCS on developing MT among pre-service teachers
in OES in Jordan?
2. Does the MT of pre-service teachers in OES differ according to the type of pre-
service teachers (employee in the field of education / non-employee)?

1.3 Terminology of the study

Flipped Classroom Strategy (FCS). The set of procedures that the teacher under-
takes in order to achieve educational aims, and in this strategy the procedures are
represented in employing modern technology in a way that suits the needs of students.
The strategy consists of the following stages:

1. Determining the topic to be taught: It includes defining (objectives, activities, pre-

requisites, characteristics of the target group).
2. Analyzing the topic contents which include aims, activities, pre-requests, and char-
acteristics of the target group.
3. Preparing digital content related with the topic (videos, voices, abstracts, work-
sheets, quizzes, final exams).
4. Deliver the materials via LMS and orient the students to watch videos and solve
activities.
5. Applying the information in classrooms and solving advance worksheets.
6. Formative and final evaluation.

Mathematical Thinking (MT). A mental activity performed by the learner when

exposed to a stimulus related to mathematics topics. It includes the following mathe-
matical thinking skills: induction, deduction, symbolism, guessing, reasoning, model-
ing, prediction.
Open Education Systems (OES). They are educational institutions that blend the
use of classroom meetings (direct and indirect) and educational platforms on internet
applications. They provide computerized and non-computerized educational resources
with no limitation on age, gender, or nationality.
Learning Management System (LMS). A platform used in communication with
students that provides materials, activities, resources.

1.4 Importance of the study

Methods of teaching mathematics is considered one of the essential competencies
of pre-service teachers to apply the skills of teaching mathematics actively and in-
crease the role of students at elementary stages.

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In OES, students are independent in their learning and it is important to provide

educational resources that help save more time. The FCS provides educational mate-
rials and worksheets in advance and in face-to-face meetings, discussions, and dia-
logue about students' solutions and feedback is provided to them.
The FCS is a recent trend in education in general and in particular in OES, because
it develops independence in learning, self-learning skills, and students gain important
study behaviors and habits [12].
This study provides a theoretical framework on the FCS through educational plat-
forms (Moodle) and the application of this strategy to pre-service teachers to increase
their ability to think mathematically and solve problems.
This study provides an important tool in MT, as MT is one of the goals of educa-
tional programs for pre-service teachers in order for them to acquire MT skills and
employ them in the field of teaching elementary school students.
Regarding the relationship between the FCS and MT, it is noted that the FCS pro-
vides activities related to mathematics teaching methods such as induction, deduction,
prediction, reasoning, and mathematical proof through the LMS.

1.5 Limitations of the study

The study is limited to:

─ Mathematics teaching methods course at OES in Jordan for the academic year
2019/ 2020.
─ Applying FCS through Learning Management System.
─ Mathematical thinking skills: induction, deduction, symbolism, guessing, reason-
ing, modeling, prediction.

2 Methodology

A quasi-experimental approach was used within two groups, with experimental and
control groups, where results were processed by way of comparing experimental
marks with the control marks of the sample.
The statistical tools used were the arithmetic means, standard deviations, and the t-
test within the experimental and control group.

2.1 Study subjects

The sample of the study consisted of students of the Faculty of Education during
the 2019/2020 academic year, enrolled in the “mathematics teaching methods” cours-
es. The sample consisted of 85 students, distributed according to the nature of previ-
ous employment in the field, as seen in Table 1.

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Table 1. Distribution of study members in courses and according to previous work experience
Nature of Work Employee in the Field of Education Non-Employee Total
No. 40 45 85

2.2 Tools of the study

Flipped classroom strategy. This strategy aims to increase the chances of student
engagement before giving the lecture, effectively increasing the time allotted for
study. Educational content was prepared in the flipped classroom using the following
procedure:

─ Identify the title of the lesson or lecture and identify the objectives of the topic,
activities, and previous requirements.
─ Analyze the topic-specific cognitive content that will be taught—the concepts,
generalizations, skills, and issues.
─ Prepare educational content:
1. A PowerPoint presentation as an explanatory reference point, to pointedly lay
out what is to be taught and specifically present its objectives.
2. A video tutorial (~15 minutes) made using Camtasia software.
3. Educational activity area: Allocating a work room for the previous requirements.
4. A worksheet to be implemented in the class.
─ Direct students to access the site of the learning department to watch the video in
advance of the class lecture.
─ In the classroom meeting, direct students to form homogeneous and heterogeneous
groups to complete and discuss the solutions to the worksheet within the class-
room.
─ Deploy and implement a final worksheet on the LMS.

Moodle. The LMS, or learning management system (https://lms.arabou.edu.kw/

jordan), which serves to provide students with e-learning resources, is structured with
links as follows:
Book, File, Folder, Integrated Content (LMS Content Package), Label, Page, URL.
It also serves to provide students with various educational activities, such as as-
signments, workshops, lessons, short asynchronous tests or quizzes, short synchro-
nous tests or offline quizzes, discussion boards, databases, feedback forum, glossary,
external tools, and tool wiki.
What distinguishes the LMS is the ability to provide multiple and varied sources,
such as summaries, publications, videos, and recordings. It also provides direct and
indirect interaction through executing required duties, in the form of worksheets and
simultaneous and asynchronous tests and provides immediate and deferred feedback.
Mathematical thinking test. A test in mathematical thinking has been developed
from the content of the mathematics curriculum for students of the College of Educa-
tion and aims to measure the extent to which the student has acquired mathematical
thinking skills represented in induction, deduction, symbolism, guessing, reasoning,
modeling, and prediction, and represented by the topics: Solving the problem Mathe-

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matics, strategies for teaching the elements of mathematical content, and models for
learning and teaching mathematics.
Reliability of the mathematical thinking test. The reliability of the test was verified
by using the reliability of the internal consistency of the cores of MT using the
Cronbach alpha (α) method, and Table 2 shows the reliability parameters for each
core of MT and overall reliability.

Table 2. Reliability coefficients for the cores of MT, and overall reliability
Core of Mathematical Deduc- Symbol-
Induction Guessing Modeling Reasoning Perfection Total
Thinking tion ism
Reliability Coefficient 0.91 0.90 0.86 0.89 0.87 0.89 0.86 0.88

It is noticed from Table 2 that the reliability coefficients for each cores of MT are
high, as the overall reliability coefficient reached (0.88), and thus the reliability coef-
ficient is acceptable for the purposes of the current study.
Validity of the mathematical thinking test. Firstly: Content Validity: In order to
verify the validity of the test, it was presented to a group of six qualified and experi-
enced arbitrators in the field of methods of teaching mathematics to express an opin-
ion on the test paragraphs and the degree of their affiliation. Some paragraphs were
amended, and some were deleted in light of the referees ’notes, and the test items
became 21 paragraphs in the final exam presentation.
Secondly: Construct Validity: To verify the validity of the construction of the test,
it was applied to an exploratory sample of 35 male and female students (pre-service
teachers) in open education systems, and the correlation coefficients were calculated
for each core of mathematical thinking and the total score of the test, and Table 3
shows a matrix of correlation coefficients between the sub-axes of Mathematical
Thinking and total score of the test.

Table 3. Matrix of correlation coefficients between the cores of mathematical reasoning and
the total score of the tes
Core Induction Deduction Symbolism Guessing Modeling Reasoning Prediction Total
Induction 1 0.85 0.83 0.77 0.81 0.49 0.82 0.83*
Deduction 1 0.82 0.73 0.85 0.80 0.77 0.92*
Symbolism 1 0.54 0.84 0.79 0.52 0.85*
Guessing 1 0.7 0.78 0.83 0.86*
Modeling 1 0.86 0.79 0.82*
Reasoning 1 0.83 0.92*
Prediction 1 0.89*
*
Significant at α=0.05 level
It was noticed from Table 3 that the correlation coefficients of each core of MT
with the total score of the test were high which indicated that the cores of MT partici-
pate in measuring the characteristic of MT.

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2.3 Procedure followed

─ Looking into the theoretical framework behind the FCS, in terms of its principles,
its procedures and steps to teaching with its use, and the software needed to im-
plement it, such as the use of LMS and Camtasia software.
─ Identifying the sample of the study and its characteristics along with some of the
variables associated with it such as whether they have previous experience in the
field of education and had prior training in teaching strategies.
─ Preparing and equipping the Moodle LMS with the resources, activities, summar-
ies, publications, and videos required for the FCS.
─ Verifying the equivalence of the two study groups in the previous mathematical
thinking, using a t-test in the mathematical thinking. The comparison was made be-
tween the arithmetic means of the experimental and control group, where the sig-
nificance level was 0.24, which indicates the equivalence of the two study groups
in the previous mathematical thinking.
─ Preparing the MT test, and verifying their validity and consistency.
─ Implementing the FCS of teaching via the LMS and guiding students to best use
this strategy’s resources throughout the first semester of the 2019/2020 academic
year.
─ Following-up with students through the LMS and carrying out with course activi-
ties via the LMS as well as within classroom meetings.
─ Extracting the results of the study using the Statistical Packet Program (SPSS).
─ Discussing results and making recommendations and proposals.

3 Results and discussion

The current study aims to investigate the impact of the use of the FCS, via the
Moodle LMS, on the mathematical thinking of pre-service teachers at the Faculty of
Education of a university that employs an OES. The study posed two questions, which
I will discuss separately here.

3.1 First study question

1. What is the effect of using the FCS on developing MT among pre-service teachers
in OES in Jordan?

To answer this question, the arithmetic means, standard deviation, for both experi-
mental and control groups of MT and t-test values were calculated as seen in Table 4.

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Table 4. Results of t-test analysis for the significance of the differences between the arithmetic
means of pre-service teachers in the experimental and control groups of (MT)
Control Experimental
Core No. Standard Arithmetic Standard T-value Sig.
Arithmetic Mean
Deviation Mean Deviation
Induction 85 7.3 1.6 10.2 2.0 10.5 0.00*
Deduction 85 7.4 1.8 10.8 1.3 13.6 0.00*
Symbolism 85 7.6 2.4 11.4 1.5 11.9 0.00*
Guessing 85 7.8 1.8 11.5 1.1 16.5 0.00*
Modeling 85 6.7 1.5 11.6 1.4 22.2 0.00*
Reasoning 85 6.7 1.9 11.2 1.5 16.3 0.00*
Prediction 85 7.6 2.4 10.2 2.0 7.8 0.00*
Total 85 51.2 9.5 76.9 4.1 22.7 0.00*

It is noticed from Table 4 that the arithmetic mean of mathematical thinking

reached (76.9) of the experimental group, and the arithmetic mean of pre-service
mathematical thinking reached (51.2) of the control group, with difference of (25.7).
It is also noticed that there is a statistically significant difference (α = 0.05) between
the average grades of pre-service teachers in both the experimental and control groups
of mathematical thinking with a significance level (0.000).
This indicates the effect of using the FCS on developing MT among pre-service
teachers in OES in Jordan, and for each core of mathematical thinking, as students
were able to master the skills and previous requirements, and the necessary time was
saved with computerized and non-computerized activities.
The formative tests presented on the Learning Management website helped them
increase their abilities and skills in mathematics. Students pointed out that the work-
sheets available on each unit supported their acquisition of knowledge of necessary
concepts and skills, and the duties presented on the LMS gave them useful experience
with which to complete the necessary tests and materials for learning.
The FCS is important in providing active learning and increasing students' learning
motivation. The strategy is appropriate for blended learning in OES in terms of
providing sources of support, and this is confirmed by the standards for mathematics
education [5] in the necessity of providing a learner-centered learning environment,
taking into account individual differences among students, and emphasizing the need
to learn the previous requirements, and in this system of education is a percentage of
students who have left school for a long time, and therefore it is necessary to review
the most important necessary skills.
Ausebel theory [36] emphasized the necessity of presenting educational content in
a meaningful way, and this is what distinguished this strategy in terms of providing
activities in a sequential manner, from easy to difficult, providing the required duties,
and providing feedback, whether immediate or postponed. The Learning Management
website (Moodle) helped provide resources and support, be it summaries, brochures,
dialogue through forums, discussions with course instructors, and with some of them,
and the site also helped provide simultaneous and asynchronous educational activities,

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formative exams, classroom and homework assignments, resulting in increased moti-

vation to learn and achieve success.
This result is consistent with the study of DeCrazia et al. [19]; Mason et al. [21];
Wagner et al. [20]; and Strayer [37] on the impact of using the FCS in teaching uni-
versity courses.

3.2 Second study question

2. Does the MT of pre-service teachers in OES differ according to the type of pre-
service teachers (employee in the field of education / non-employee)?

Arithmetic averages, standard deviations, and t-tests were used to compare the
arithmetic means in mathematical thinking between employees in the field of educa-
tion and non-employees, and Table 5 explains that.

Table 5. T-test for the significance of the differences between employee and non-employee in
MT, and in each of the cores of MT
Nature of Work Employee in the Field of Education Non-Employee
Arithmetic Standard Arithme- Standard T-Test Sig
Induction No. No.
mean deviation tic mean deviation
Deduction 48 10.3 2.0 45 10.1 2.0 0.77 0.424
Symbolism 48 10.9 1.3 45 11.8 1.6 0.496 0.547
Guessing 48 11.4 1.5 45 11.3 1.5 0.08 0.621
Modeling 48 11.5 1.1 45 11.6 1.1 0.220 0.826
Reasoning 48 11.6 1.5 45 11.6 1.4 0.081 0.935
Prediction 48 11.0 1.6 45 11.0 1.5 0.008 0.993
Induction 48 10.2 2.0 45 10.1 1.9 0.318 0.751
Mathematical
48 77.9 3.94 45 76.5 4.15 0.80 0.426
Thinking

It is noticed from Table 5 that there is no statistically significant difference (α =

0.05) between the average means of employee and non-employee in MT, as the value
of t reached (0.80) and the level of significance (0.426).
This indicates that the educational strategy affects the mathematical thinking of
both pre-service teachers, employees in the field of education and non-employees.
This result indicates that regardless of the nature of pre-service teachers' employ-
ees, teaching using the FCS has an impact on their mathematical thinking. Also, mod-
ern technology such as Learning Management System platforms has an effective role
in saving time and effort.

4 Recommendations and suggestions

The researcher recommends the necessity of using the flipped classroom strategy
through Learning Management Systems websites and educational platforms in teach-

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ing university students (pre-service teachers) in educational programs especially open

education students. Because of the advantages of this strategy, such as its focus on the
learner’s activity, increasing his motivation, saving time and effort, and teaching us-
ing flipped classrooms provides a university educational environment that harnesses
modern technology in education. The flipped classroom strategy helps students re-
gardless of their characteristics such as the nature of work and the nature of previous
training in the field of education, and the researcher suggests conducting other studies
on students of secondary and basic stages and other specializations.

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6 Author

Dr Bahjat altakhayneh associate professor in curricula and mathematics instruc-

tions, in education department at the Arab Open University-Jordan.

Article submitted 2021-06-21. Resubmitted 2021-08-03. Final acceptance 2021-08-03. Final version
published as submitted by the author.

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