HOTS math analysis in Tpack-based flip classroom learning using dynamic assessment

Abstract

The development of students’ higher-order thinking skills in mathematics remains a critical challenge in educational practice, particularly in adapting to innovative learning models. Previous research has explored flipped classroom approaches and technology integration, yet few studies have examined their effectiveness when combined with dynamic assessment and grounded in the TPACK framework. This study addresses this gap by investigating the impact of a TPACK-based flipped classroom learning model with dynamic assessment on students’ higher-order thinking skills in mathematics. A mixed-method design with an embedded concurrent strategy was employed, involving 32 students divided equally into experimental and control groups for the quantitative phase, and three students with different ability levels for the qualitative phase. Quantitative findings indicate that the TPACK-based flipped classroom model enhanced students’ mastery of higher-order thinking skills compared to traditional approaches. Qualitative results show that high-ability students demonstrated strong logical reasoning and problem-linking skills, while moderate-ability students applied systematic problem-solving strategies effectively. Low-ability students, however, tended to focus on final answers without fully modeling mathematical conditions. The findings suggest that integrating technology-rich flipped classroom instruction with dynamic assessment fosters deeper mathematical reasoning and provides valuable insights into varying student learning profiles. These results have important implications for designing pedagogical strategies that strengthen critical thinking and problem-solving in mathematics education.

Keywords: dynamic assessment; flipped classroom; higher order thinking skills; mathematics education; TPACK.