Effect of the flipped classroom as a technological resource in the construction of knowledge of linear equations

Abstract

The purpose of this research was to glimpse the effect of the inverted classroom as a technological resource in the construction of knowledge of linear equations in new students in the mathematical subject zero taught in the engineering faculty of the Momboy Valley University. The theoretical support of the study focused on Nonaka and Takeuchi's theory of knowledge construction (1995). In this sense, the research is located in the quantitative paradigm, with an explanatory level and a quasi-experimental design. Likewise, it was selected as a population and shows two sections of zero mathematics configured by 30 students in each section, where a comparison group and another experimental group were formed, to which the instruments for data collection were applied, through a diagnostic test and a questionnaire linked to the test and post-test, which were validated by the judgment of five experts; with a subsequent reliability analysis (Kuder and Richardson KR20) acceptable. Once the information was collected and analyzed, the proposed hypotheses, causal relationships, as well as any other information from the relationships between the theoretical and the research variables were interpreted, deriving from it a set of processes that the teacher and the student must carry out to build knowledge in linear equations, remaining as a scientific contribution to the subject of linear equations or other subjects in other disciplines.