This research aims to design a curriculum in the flipped classroom in elementary math courses based on the synthesis research method. The statistical population included all valid scientific papers regarding the flipped classroom. A total of 120 scientific papers were identified based on inclusion criteria, and finally, 60 research papers were selected based on exclusion criteria for final analysis. A researcher-made worksheet was used to collect, report, and record the information of the initial research. Findings were analyzed using Marsh’s seven-step model of synthesis research and open and axial coding methods. The results indicated that the flipped classroom in an elementary math course is a student-centered program that creates different roles and responsibilities for the learner, teacher, and knowledge.