Teaching financial mathematics through the flipped classroom: a bibliometric study
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https://doi.org/10.5281/zenodo.17450359Keywords:
learning, teaching method, universityAbstract
Teaching financial mathematics through the flipped classroom is essential for conveying, understanding, and applying financial concepts in an academic context. This article therefore set out to analyze research on teaching financial mathematics through the flipped classroom, with the aim of identifying possible avenues for future research. A study was conducted using a bibliometric approach. Articles from the Scopus database were analyzed using the Bibliometrix and Posit Cloud (RStudio) packages in research related to the variables “flipped classroom” and “financial mathematics.” Of the 268 articles found, an increase in scientific production was reported between 2011 and 2015, with a decrease to only ten publications in 2016. Ten leading journals stand out in which bibliometric analysis research on the flipped classroom in financial mathematics is published. Likewise, relevant institutions were identified, such as the University of La Sabana (Colombia) and ULM University (Germany). In addition, two large collaboration groups were observed, the United States and Germany, which are consolidating themselves as the main research network and show greater scientific production. This analysis revealed various trends in the learning of financial mathematics through flipped classrooms, showing steady growth in scientific output until 2021; however, a decline in the number of citations suggests a disconnect between the amount of research and its impact. These findings emphasize the need to evaluate the quality and impact of research in this emerging area.
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