El aula invertida y el uso de herramientas tecnológicas para la enseñanza de las matemáticas y las ciencias experimentales

Abstract

Abstract: The methodologies used for teaching must be directly related to the current context, in which learners are part of a technological native generation, therefore the current pedagogical models require the development of critical thinking of students and which is why the traditional approach has no place. This paper analyzes how the inverted classroom methodology and the use of technological tools facilitate the learning of mathematics and experimental sciences, for this purpose a transversal qualitative research design was developed using the inductive, analytical, synthetic and hermeneutic methods, which are supported by the techniques of bibliographic research, case study, concept map and paraphrase, conceptual map and paraphrase, which allow us to indicate that the implementation of the inverted classroom in mathematics and experimental sciences is effective, but for its success, some demanding challenges for teachers must be met, such as having digital competences, having time, students must have the maturity to be self-taught, reviewing the videos without the need for pedagogical punishment.