Flipped Classroom as a pedagogical framework has gained popularity at secondary and tertiary levels of mathematics education, but there is a lack of research based on a solid theoretical foundation. This article considers the flipped mathematics classroom from the perspective of affordances and cultural–historical activity theory. The empirical background is based on semi-structured interview data from eight first-year computer-engineering students following 1 year of flipped classroom teaching. The thematic analysis of the data indicates that the flipped format offers a range of affordances at various levels of the activity system. This article advances research on affordances for mathematical learning in a flipped classroom pedagogical frame, presenting operational affordances out-of-class, action affordances at the mathematical task level and finally activity affordances at the collective level.

中文翻译：

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从活动理论的角度调查翻转数学课堂的可供性

翻转课堂作为一种教学框架，在数学教育的中、大阶段得到了普及，但缺乏基于扎实理论基础的研究。本文从可供性和文化历史活动理论的角度考虑翻转数学课堂。实证背景基于 8 名一年级计算机工程专业学生在一年翻转课堂教学后的半结构化访谈数据。数据的主题分析表明，翻转格式在活动系统的各个级别提供了一系列可供性。本文推进了翻转课堂教学框架中数学学习可供性的研究，展示了课外的操作性可供性，