La flipped classroom en el área de matemática para el desarrollo de hábitos de trabajo autónomo y colaborativo en los estudiantes del séptimo año de EGB

Abstract

Abstract:It is still common to find students who have difficulties to work autonomously and collaboratively, even more so when the contents are addressed in the subject of mathematics, because being a discipline that involves complex cognitive procedures, it represents conflicts for students and this in turn prevents them from generating meaningful learning, causing the student to lose interest in learning. The present research consistedof applying the Flipped Classroom model in the area of mathematics for the development of autonomous and collaborative learning skills in students in the seventh year of EGB. The methodology used corresponds to a quantitative study and the data analysis was carried out using SPSS software; a questionnaire with the Likert scale, composed of twenty-four questions divided into three sections, was applied to 22 students. The results obtained lead to determine that the use of the Flipped Classroom methodology progressively improves student participation both at an autonomous and collaborative level, the learning experiences help the contents to be assimilated more easily in comparison with the traditional methodology.