Flipped classroom and language in mathematics teaching

We present an action research project of a young secondary mathematics teacher introducing the “flipped classroom” approach into her teaching. The project was implemented and evaluated within the context of a larger initiative where teachers were supported by experienced teacher educators. During the project, the issue of language arose. The poster, written by the teacher and supported by the initiative leader, documents the teachers’ struggle in critically reflecting her project and finding ways to improve her teaching, in particular focusing on the issue of language.