Traditional teaching, as characterized by teacher-centered lectures and individualproblem solving through textbooks, is still the prevailing educational method insecondary mathematics in Sweden. This approach may limit student learning, asinteractive teaching has been linked with better learning outcomes. The flippedclassroom is an educational model that delivers lectures though videos, and other digitalmeans, outside the classroom, to dedicate in-school lessons to interactive activities.Thus, this method favors a student-centered education. Flipped classroom has indeedshown to hold promising potential within higher education. The evidence aimed atsecondary mathematics has, however, been sparse, although more studies have beenpublished in this field in recent years. Therefore, the present systematic literature reviewaims to present the findings from peer-reviewed, original publications that investigatethe effects of flipped classroom on teenage students’ achievement, motivation,engagement and attitudes in mathematics. An article search was conducted in three databases, rendering 126 studies, whereof ten were deemed relevant for the present review.Most studies indicated that the flipped model, compared to traditional methods,enhanced student achievements in math. Furthermore, the studies often reported thatflipped instruction resulted in better motivation and engagement, as well as an increasedsense of autonomy and competence. These observations were attributed to a plethora ofaffordances of the flipped method. First, students often reported that the flippedapproach provided them with the opportunity to study at their own pace; videos couldbe paused, rewound and replayed. Moreover, students used the videos to prepare forlessons, providing an increase sense of competence. The flipped classroom freed uplesson time, which could be used for interactive, student-centered activities. Increasedpeer-assisted learning was a prominent feature of flipped lessons, where students sharedideas and learned from each other. Taken together, the reviewed evidence suggests thatthe flipped classroom has a positive impact on student learning and motivation insecondary mathematics. Nonetheless, this conclusion is based on few, often small,studies. Therefore, additional investigation is encouraged, for a better understanding ofthe flipped classroom and its implementation in secondary mathematics education