A Conceptual Framework to Teach Primary Mathematics Using the Hy-brid Collaborative Teaching Model in Malaysia


  • Sai Hoe Fu Sektor Pembelajaran, Pejabat Pendidikan Daerah Sandakan, Wisma Persekutuan, 90400 Sandakan, MALAYSIA http://orcid.org/0000-0001-9103-5804
  • Pei Fern Ng IPG Kampus Temenggong Ibrahim, Johor Bahru, MALAYSIA




Hybrid Learning, big idea, primary school Mathematics, flipped classroom, collaborative learning


Recently, researchers have shown an increasing interest in flipped classroom pedagogical frameworks. This new paradigm flips the role of teachers and pupils in the classroom. Meanwhile, the recent pandemic has changed education dramatically with the distinctive rise of hybrid learning. Therefore, this study attempts to propose a new conceptual framework of how primary school Mathematics teachers collaboratively incorporate flipped classroom pedagogy in teaching Year Five Mathematics for hybrid learning. This paper discusses the literature review on the flipped classroom, collaborative teaching, and current teaching interventions during the new norm. The four main constructs supporting the conceptual framework are big ideas, tasks, tools, and talk. The new conceptual framework supports a hybrid collaborative teaching model for teaching Year Five Mathematics in Malaysia.


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How to Cite

Fu, S. H., & Ng, P. F. (2022). A Conceptual Framework to Teach Primary Mathematics Using the Hy-brid Collaborative Teaching Model in Malaysia. Evaluation Studies in Social Sciences, 3(1), 1–10. https://doi.org/10.37134/esss.vol3.1.1.2022