Contenido principal del artículo

Vicent Fornons Jou
Departament d’Educacció de la Generalitata de Catalunya
España
https://orcid.org/0000-0001-6552-9501
Biografía
Ramon Palau Martin
Universitat Rovira i Virgili
España
http://orcid.org/0000-0002-9843-3116
Biografía
Vol. 22 (2021), Artículos, Páginas e24409
DOI: https://doi.org/10.14201/eks.24409
Aceptado: dic 27, 2020
Derechos de autor Cómo citar

Resumen

La metodología Flipped Classroom (FC) ha ido ganado protagonismo a lo largo de los últimos años en las distintas etapas de escolarización. Una muestra de ello es el número creciente de artículos sobre la FC que se puede encontrar en las revistas científicas. El objetivo de esta investigación es analizar la producción científica sobre la FC en el área de la enseñanza de las matemáticas, para comprobar su efecto en los estudiantes. Se han determinado 5 variables de análisis: el rendimiento académico, la autopercepción de los estudiantes, el rol adquirido por los estudiantes, la interacción social y las actitudes hacia las clases de matemáticas. Las bases de datos internacionales consultadas para llevar a cabo la revisión sistemática fueron Scopus y Web Of Science(WoS), donde se obtuvieron 215 y 198 documentos respectivamente; habiendo fijado el periodo de tiempo de la búsqueda entre 2010 y 2020. Después de las exclusiones quedaron 86 artículos que comprenden a 20.027 estudiantes fueron sometidos a nuestro meta-análisis. Los resultados muestran que la utilización de la FC favorece el aprendizaje de las matemáticas en distintos aspectos como son el rendimiento académico, la participación activa, la motivación, el interés y la interacción entre alumnos y entre alumnos y docente.

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