  The flipped classroom technique has recently been a focus of attention for
many math instructors and pedagogical researchers. Although research on the
subject has greatly increased in recent years, it is still debated whether the
flipped classroom technique can significantly increase the overall success of
students in undergraduate math courses. While there have been meta-analyses
that consider the efficacy of the technique across university disciplines and
within other STEM fields, there has not yet been a systematic review within
undergraduate math education. By analyzing the existing research and compiling
the quantitative and qualitative data, this paper examines the efficacy of the
flipped classroom technique in undergraduate math courses, ranging from
introductory calculus to transition-to-proof courses, in regards to students'
performance in the classes, perceptions of the technique, and associated
self-efficacy. This paper also introduces the current use of the technique and
covers successful implementation methods. Additionally, it highlights the
flipped classroom technique's potential for improving retention of members of
underrepresented groups in math by increasing their sense of belonging as well
as discusses the efficacy of the method in early proof-based courses in regards
to students' acquisition of sociomathematical norms.
