Flipped learning in the mathematical sciences: insights, inconsistencies and gaps in the meta-analyses

Abstract The traditional lecture-based model of teaching in the mathematical sciences has been increasingly challenged by the adoption of flipped learning, a pedagogical approach where students engage with instructional content independently before class and participate in interactive, problem-solving activities during class sessions. By considering published meta-analyses, this paper reviews the current state of flipped learning in tertiary mathematical education focusing on its effects on student achievement, perceptions and engagement. While the literature generally supports the benefits of flipped learning, including improved performance and satisfaction, these outcomes can be inconsistent due to the varied implementation methods and diverse student cohorts. The paper concludes with recommendations for implementing flipped learning at tertiary level in the mathematical sciences along with opportunities for future research.