Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

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. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

“…Furthermore, as can also be seen in other works, the collaborative method generated improvements in the attitudinal dimension [52], focusing on motivation [44,51], autonomy [49], collaboration [41,42], participation [50], resolution [47], and class time. In relation to the mathematical dimension, the fact of using an active teaching method, in which the student is the centre of his or her teaching and learning process, meant an improvement in the acquisition of concepts, scientific data, graphs, results, and outcomes to be adopted [20]. In contrast, although there were better academic results in the experimental group with respect to the control group, the differences were minimal [55].…”

“…The instrument used was based on the questionnaire developed by the authors of [20], composed of 42 items, distributed in three dimensions-social, attitudinal, and mathematical. The socio-educational dimension was adapted to the characteristics of the method presented in this research.…”

“…The dependent variables are distributed in two dimensions: Dimension I. Attitudinal, composed with the variables motivation (MOT), autonomy (AUT), collaboration (COL), participation (PAR), resolution (RES), and class time (CTI), which have the intention of knowing the attitudes, motivations, and interests of the students in order to put into practice the teaching method; Dimension II. Mathematical, conformed by the variables concepts (CON), scientific data (SDA), graphics (GRA), results (RST), decision (DES), and ratings (RAT), which analyze the acquisition of the contents proposed in the area of mathematics, following the structure and contents marked in the questionnaire already elaborated by the authors of [20].…”

“…Therefore, the collaborative method, developed by means of the Harry Potter theme for students in the first year of Compulsory Secondary Education in the subject of mathematics, causes a better attitude of the student towards the teaching and learning process. Furthermore, it facilitates the acquisition of mathematical contents related to geometry, which does not directly affect the students' grades because, although those of the experimental group are better than those obtained by the control group, the differences between the two are minimal.However, for the inclusion of alternative and innovative learning methods in the teaching-learning process to be appropriate, an effort is needed, both from those responsible for managing the educational centres [13] and from the teachers themselves [14], who must rethink the teaching processes [15] and where information and communication technologies are a means to achieve such innovation [16][17][18].Among the various pedagogical actions considered innovative and that have demonstrated effective results in improving student learning [19][20][21] are collaborative teaching methods. These have become a more common practice in recent times in the processes of teaching and learning [22], thanks to their high educational potential [23].We can define collaborative learning as learning that is carried out by two or more people [24], where-at certain times-resources are shared [25] or the different skills of the group members are required to be put into practice [26] to achieve academic achievements through interaction [27], exchanges of experience [28], or changes in roles within the group [29], as the actions of all members have an impact on the achievements of the rest [30].…”

“…Among the various pedagogical actions considered innovative and that have demonstrated effective results in improving student learning [19][20][21] are collaborative teaching methods. These have become a more common practice in recent times in the processes of teaching and learning [22], thanks to their high educational potential [23].…”