Flipped learning (FL) in mathematics has recently attracted considerable interest around the world. Even though the manner in which each teacher actually flips the teaching and learning process of mathematics in his or her own classes varies, FL does require the teacher to reassess his or her pedagogical habits and beliefs. FL raises the question of whether humanist perspectives, such as freedom, dignity, and potential of humans, should have a higher profile in teaching and students’ learning in mathematics. The main aim of this paper is to elicit fresh understandings about the culture of FL and to consider it as a pedagogical approach in mathematics via general theoretical point of view offered by the learning and motivation theories.