Flipped Classroom en el procés d'ensenyament-aprenentatge de les matemàtiques a l'ESO

Identificador:  TDX:3236

Handle: https://hdl.handle.net/20.500.11797/TDX3236

Autors:  Fornons Jou, Vicent

Resum:
The purpose of this work is to analyse how the use of the pedagogical model of the Flipped Classroom (FC) affects different aspects of the teaching-learning process of mathematics in ESO (Compulsory Secondary Education). These aspects would be the distribution of the use of time, the acquisition of basic skills, the academic results and the perception of their use by students according to their learning style. To do this, we have gone through three distinct phases. The exploration is the first phase which consists of making approximations and the first interventions; a second phase of preparation of the design, the intervention, the materials and resources and the data collection instruments and an extensive systematic review of articles on the FC pedagogical model over the last 10 years in the main international databases. The theoretical part and the current state of research related to FC in me study have been based on the review mentioned above. The third phase, the experimental part has been carried out from the results of the two first phases. This last part focuses on the aspect of the teaching-learning process when using FC, which has not been dealt with so far or could be addressed more deeply. This work provides new methods of research to help show the changes caused by the use of FC in the teaching-learning process of the subject of mathematics in ESO. The results obtained show that the use of FC, compared to the master class, improves the self-perception, by students, of the competence of learning to learn. In addition, active learning style students achieve a higher academic performance compared to the rest of the learning styles. Also, those of theoretical style have a better retention of the contents in the long term. Furthermore, it is demonstrated that students with a theoretical style value the use of FC more positively and perceive greater interaction with their peers and the teacher. Finally, the study indicates that the use of FC causes an increase of 155.25% of class time devoted to active learning activities and that students spend 35.30% more time on academic activities at home compared to using a traditional pedagogical model.