Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

Hossein Hossein-Mohand,Melchor Gómez-García,Antonio Campos-Soto,Juan-Manuel Trujillo-Torres,Hassan Hossein-Mohand

doi:10.3390/su13052606

Hossein Hossein-Mohand, Melchor Gómez-García + Show 3 more

Open Access

https://doi.org/10.3390/su13052606

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Abstract

In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla were included in a cross-sectional study. Teachers filled out a validated questionnaire with 35 questions regarding mathematics and teacher training, information and communication technology (ICT) uses, resources and mastery, communication, and collaboration. Results. The statistical analyses revealed significant positive influences between the Flipped Learning model, Project-Based Learning, and Gamification with the evaluated items. Furthermore, Project-Based Learning showed a negative association with two items of the teaching practice indicator. Conclusion. The exchange of information and content through online spaces, participation, and collaboration in center projects related to digital technologies and educational software to teach mathematics had a significant impact on the choice of Flipped Learning model and active methodologies.

Highlights

Didactics is defined as the science of knowledge dissemination and the study of the elements that support it: tasks, techniques, technologies, and a theory that justifies these technologies [1]
We propose a transversal analysis of the variables that could affect the use of the Flipped Learning model, Project-Based Learning, and Gamification methodologies through the perceptions of the mathematics teachers from the Autonomous City of Melilla in their teaching practice
The variables PEM and software to teach mathematics (SEA) are strongly correlated. These results show that the mathematics teacher with technological competencies who uses educational platforms uses educational software for teaching mathematics

Summary

Introduction

Didactics is defined as the science of knowledge dissemination and the study of the elements that support it: tasks, techniques, technologies, and a theory that justifies these technologies [1]. Mathematical knowledge, structured in differentiated constructs according to Brousseau and Chevallard’s theories, is acquired by learning and solving mathematical problems through the conceptual component of the schemes [2,3]. There are differences between the theoretical problems in textbooks and the real problems faced by students in real life. In this sense, the mathematics teacher is essential and must be trained and updated on the use of tools and resources proper to mathematics teaching [5]

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Conclusion