aplicando el aula invertida (flipped room) para mejorar el aprendizaje de conceptos matemáticos. En este caso puntual, la fórmula del área de una elipse. Como es usual en este tipo de implementaciones didácticas, se les aplican a los estudiantes de manera diferenciada la estrategia de enseñanza aula invertida y de método tradicional a dos cursos elegidos previamente. Palabras clave: principio de Cavalieri, aula invertida, área de la elipse y la circunferencia.

The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model.

of IBL classrooms from our perspective: upper-division proof-based mathematics courses, the calculus sequence, and mathematics for elementary teachers. Active, student-centered pedagogies such as IBL exist in a dynamic landscape, so describing teaching methods that are constantly evolving is a challenging and slippery task. We are still developing and trying to understand the variety of IBL methods, when and where they are applicable, and identifying best practices. Here we share some of the commonly used examples and core ideas that drive instructor decisions.

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