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Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. _Teaching & learning toolkit. _Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, grades 4-10. Portsmouth, NH: Stenhouse Publishers.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126-140.
Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334-1339.
Slavin, R.E. (2014). Cooperative learning and academic achievement: Why does groupwork work?. Anales de Psicologia, 30(3), 785-791.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3).