Abstract
Educational technology is achieving great potential in the formative processes of today’s society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs.
Highlights
Today, teaching is witnessing a period of transformation motivated by technological inclusion.This transformation has materialized at all levels and areas [1,2]
This study focuses on the optimization of learning in Mathematics, an area of knowledge in which the inclusion of innovative practices is essential
The variable with the highest score in the traditional methodology has been the use of time in the classroom, the ability to solve problems, and the marks obtained in the exam, despite being very low scores
Summary
Today, teaching is witnessing a period of transformation motivated by technological inclusion.This transformation has materialized at all levels and areas [1,2]. The appearance of new ways of teaching [3] and new means of learning in students [4] have been encouraged in teachers This transformation is often too slow, causing the educational action that takes place in the classroom to not be adapted to the context in which it develops. This is caused by the non-appearance of innovative actions, which require the use of new methodologies and the implementation of new pedagogical tendencies that allow for the reversal of the spaces, times, and actions of traditional education [5]. A relevant aspect is the importance that this innovative approach has assumed in the brief temporal space it has in the field of education [10,11]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
