Aportes del Flipped Classroom en la Matemática para el aprendizaje de los estudiantes del Tercer ciclo
Date
2023-06-07
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Pontificia Universidad Católica del Perú
Abstract
El modelo didáctico Flipped Classroom durante el retorno a las clases presenciales es
fundamental para que los estudiantes participen constantemente en las clases de
matemática y logren los resultados de aprendizaje en el marco del Currículo Nacional.
Por esta razón, el objetivo de la investigación es describir los aportes del modelo
didáctico Flipped Classroom en el área de Matemática para el aprendizaje de los
estudiantes del tercer ciclo en una institución educativa pública de San Miguel. En ese
sentido, la investigación es cualitativa y de nivel descriptivo. La fundamentación se
establece en función a las siguientes categorías: Modelo didáctico Flipped Classroom y
Flipped Classroom para el aprendizaje de la Matemática. La propuesta desarrolla dos
instrumentos para la recolección de datos: Guion de entrevista semiestructurada
(entrevista) y lista de cotejo (observación). Los resultados permiten denotar que existen
nociones de los docentes para aplicar el modelo didáctico Flipped Classroom. Asimismo,
entre los hallazgos se encuentra que los estudiantes se sienten motivados para aprender
las matemáticas; por tanto, participan constantemente en las clases; sin embargo, las
competencias del área aún se encuentran en proceso de desarrollo. El aporte de la
investigación es que los docentes de primaria identifiquen los aportes del modelo y lo
puedan aplicar en las aulas.
The Flipped Classroom teaching model during the return to face-to-face classes is essential for students to constantly participate in math classes and achieve learning outcomes within the framework of the National Curriculum. For this reason, the objective of the research is to describe the contributions of the Flipped Classroom didactic model in the area of Mathematics for the learning of third-cycle students in a public educational institution in San Miguel. In this sense, the research is qualitative and descriptive. The foundation is established based on the following categories: Flipped Classroom and Flipped Classroom teaching model for learning Mathematics. The proposal develops two instruments for data collection: semi-structured interview script (interview) and checklist (observation). The results allow denoting that there are teachers' notions to apply the Flipped Classroom didactic model. Likewise, among the findings is that students feel motivated to learn mathematics; therefore, they constantly participate in classes; however, the competencies in the area are still in the process of being developed. The contribution of the research is that primary school teachers identify the contributions of the model and can apply it in the classroom.
The Flipped Classroom teaching model during the return to face-to-face classes is essential for students to constantly participate in math classes and achieve learning outcomes within the framework of the National Curriculum. For this reason, the objective of the research is to describe the contributions of the Flipped Classroom didactic model in the area of Mathematics for the learning of third-cycle students in a public educational institution in San Miguel. In this sense, the research is qualitative and descriptive. The foundation is established based on the following categories: Flipped Classroom and Flipped Classroom teaching model for learning Mathematics. The proposal develops two instruments for data collection: semi-structured interview script (interview) and checklist (observation). The results allow denoting that there are teachers' notions to apply the Flipped Classroom didactic model. Likewise, among the findings is that students feel motivated to learn mathematics; therefore, they constantly participate in classes; however, the competencies in the area are still in the process of being developed. The contribution of the research is that primary school teachers identify the contributions of the model and can apply it in the classroom.
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Keywords
Aulas invertidas, Tecnología educativa, Matemáticas--Estudio y enseñanza (Primaria), Motivación (Educación), Educación primaria--Investigaciones
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