Aula invertida para fortalecer el razonamiento algebraico y la resolución de problemas matemáticos en Educación Básica
DOI:
https://doi.org/10.67166/vnkj0c90Palabras clave:
aula invertida; razonamiento algebraico; resolución de problemas; Educación Básica; aprendizaje activo.Resumen
El estudio tuvo como objetivo determinar el efecto del aula invertida en el fortalecimiento del razonamiento algebraico y la resolución de problemas matemáticos en estudiantes de Educación Básica. Se adoptó un diseño cuasi experimental con enfoque cuantitativo, alcance descriptivo-correlacional y grupos de control y experimental, conformados por 68 participantes distribuidos equitativamente en cuatro centros educativos. La intervención se desarrolló durante ocho semanas mediante microvideos, guías anticipadas, cuestionarios de verificación y sesiones presenciales centradas en modelación, argumentación y solución colaborativa de problemas. El aprendizaje se evaluó con un test de base estructurada validado por expertos; su consistencia interna alcanzó un alfa de Cronbach de 0,78. Se aplicaron estadística descriptiva, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto d de Cohen. Los resultados de la matriz analítica de demostración mostraron equivalencia inicial entre los grupos y, después de la intervención, una ventaja del grupo experimental en el puntaje global, con diferencia media de 6,76 puntos, t(66)=4,86, p<0,001 y d=1,18. También se observaron mejoras en traducción simbólica, generalización de patrones, modelación con ecuaciones y verificación de soluciones. La finalización de actividades previas se relacionó positivamente con el razonamiento algebraico y la resolución de problemas. Se concluye que el aula invertida, cuando combina preparación breve, acompañamiento docente, retroalimentación inmediata y tareas contextualizadas, reorganiza productivamente el tiempo escolar y favorece aprendizajes matemáticos de mayor profundidad. Su contribución radica en articular el trabajo autónomo con la mediación presencial, sin sustituir el papel del docente ni depender exclusivamente de la conectividad.
Descargas
Referencias
Ariani, D. N., Sumantri, M. S., & Wibowo, F. C. (2022). The impact of Android module-based inquiry flipped classroom learning on mathematics problem solving and creative thinking ability. International Journal of Interactive Mobile Technologies, 16(24), 32–46. https://doi.org/10.3991/ijim.v16i24.35749
Awi, A., Naufal, M. A., Sutamrin, S., & Huda, M. (2024). Enhancing geometry achievement in pre-service mathematics teachers: The impact of a scaffolded flipped classroom using a learning management system. Journal of Ecohumanism, 3(6), 637–645. https://doi.org/10.62754/joe.v3i6.4035
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20, 61. https://doi.org/10.1186/s41239-023-00430-5
Cevikbas, M., & Kaiser, G. (2022). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education, 20, 1455–1480. https://doi.org/10.1007/s10763-021-10213-x
Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM–Mathematics Education, 55, 177–191. https://doi.org/10.1007/s11858-022-01388-w
Comisión Económica para América Latina y el Caribe, Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, & Fondo de las Naciones Unidas para la Infancia. (2022). La encrucijada de la educación en América Latina y el Caribe. Perfiles Educativos, 44(178), 182–199. https://doi.org/10.22201/iisue.24486167e.2022.178.61123
Cortez, C. P., Osenar-Rosqueta, A. M. F., & Prudente, M. S. (2023). Cooperative-flipped classroom under online modality: Enhancing students’ mathematics achievement and critical thinking attitude. International Journal of Educational Research, 120, 102213. https://doi.org/10.1016/j.ijer.2023.102213
Demir, M., Zengin, Y., Özcan, Ş., Urhan, S., & Aksu, N. (2023). Students’ mathematical reasoning on the area of the circle: 5E-based flipped classroom approach. International Journal of Mathematical Education in Science and Technology, 54(1), 99–123. https://doi.org/10.1080/0020739X.2022.2101955
Egara, F. O., & Mosimege, M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29, 8131–8150. https://doi.org/10.1007/s10639-023-12145-1
Esperanza, P. J., Himang, C., Bongo, M., Selerio, E., & Ocampo, L. (2023). The utility of a flipped classroom in secondary mathematics education. International Journal of Mathematical Education in Science and Technology, 54(3), 382–415. https://doi.org/10.1080/0020739X.2021.1957166
Fung, C. H., Poon, K. K., Besser, M., & Fung, M. C. (2024). Improving short-term academic performance in the flipped classroom using dynamic geometry software. Journal of Computer Assisted Learning, 40(2), 775–786. https://doi.org/10.1111/jcal.12914
Güler, M., Kokoç, M., & Önder Bütüner, S. (2023). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies, 28, 57–79. https://doi.org/10.1007/s10639-022-11143-z
Jeong, J. S., & González-Gómez, D. (2022). Mathematics self-belief comparison and examination of pre-service teachers through a flipped-open calculation based on numbers learning method. Heliyon, 8(7), e09806. https://doi.org/10.1016/j.heliyon.2022.e09806
Karjanto, N., & Acelajado, M. J. (2022). Sustainable learning, cognitive gains, and improved attitudes in college algebra flipped classrooms. Sustainability, 14(19), 12500. https://doi.org/10.3390/su141912500
Lakens, D. (2022). Sample size justification. Collabra: Psychology, 8(1), 33267. https://doi.org/10.1525/collabra.33267
Mazana, M. Y., Montero, C. S., Casmir, R. C., & Oyelere, S. S. (2024). Designing and testing a contextual factors-based teaching and learning model for blended mathematics instruction. Contemporary Mathematics, 5(3), 3900–3928. https://doi.org/10.37256/cm.5320243176
Ministerio de Educación del Ecuador. (2023). Currículo priorizado con énfasis en competencias comunicacionales, matemáticas, digitales y socioemocionales. Ministerio de Educación.
Muhtadi, A., Assagaf, G., & Hukom, J. (2022). Self-efficacy and students’ mathematics learning ability in Indonesia: A meta-analysis study. International Journal of Instruction, 15(3), 1131–1146. https://doi.org/10.29333/iji.2022.15360a
Murphy, S., & Ingram, N. (2023). A scoping review of research into mathematics classroom practices and affect. Teaching and Teacher Education, 132, 104235. https://doi.org/10.1016/j.tate.2023.104235
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO. https://doi.org/10.54676/UZQV8501
Özdemir, A. (2024). Research trends of flipped classroom model in mathematics education: A bibliometric mapping analysis. Anadolu Journal of Educational Sciences International, 14(2), 793–819. https://doi.org/10.18039/ajesi.1310050
Rodríguez Rincón, Y., Munárriz, A., & Magreñán Ruiz, A. (2025). Flipped classroom or flip to foster self-regulation competencies in mathematics in economics and business students. International Journal of Educational Research, 130, 102556. https://doi.org/10.1016/j.ijer.2025.102556
Ruiz-Jiménez, M. C., Martínez-Jiménez, R., & Licerán-Gutiérrez, A. (2024). Students’ perceptions of their learning outcomes in a flipped classroom environment. Educational Technology Research and Development, 72, 1205–1223
https://doi.org/10.1007/s11423-023-10289-y
Ruiz-Palmero, J., Guillén-Gámez, F. D., Colomo-Magaña, E., & Sánchez-Vega, E. (2023). Effectiveness of the flipped classroom in the teaching of mathematics in an online environment: Identification of factors affecting the learning process. Online Learning, 27(2), 304–323. https://doi.org/10.24059/olj.v27i2.3239
Schallert, S., Lavicza, Z., & Vandervieren, E. (2022). Towards inquiry-based flipped classroom scenarios: A design heuristic and principles for lesson planning. International Journal of Science and Mathematics Education, 20, 277–297.
https://doi.org/10.1007/s10763-021-10167-0
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended learning and student mathematics ability in Indonesia: A meta-analysis study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a
Wang, X., Zalli, M. M. M., Tan, P., & Lu, W. (2025). Flipped classroom in mathematics education: A scoping review. International Journal of Learning, Teaching and Educational Research, 24(5), 55–78. https://doi.org/10.26803/ijlter.24.5.3
Wolff, B., & Girnat, B. (2024). Student perspectives on the flipped classroom concept in secondary math lessons. Discover Education, 3. https://doi.org/10.1007/s44217-024-00287-4
Wright, G. W., & Park, S. (2022). The effects of flipped classrooms on K–16 students’ science and math achievement: A systematic review. Studies in Science Education, 58(1), 95–136. https://doi.org/10.1080/03057267.2021.1933354
Yohannes, A., & Chen, H. L. (2024). The effect of flipped realistic mathematics education on students’ achievement, mathematics self-efficacy and critical thinking tendency. Education and Information Technologies, 29, 16177–16203. https://doi.org/10.1007/s10639-024-12502-8
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Rosalva Verónica Acosta Fiallos (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
