Flipped classroom as a methodological strategy to improve competences in grupal work in the didactics of mathematics

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Cristina Sánchez-Cruzado
María Teresa Sánchez-Compaña
Juan Antonio Macía-García

Abstract

This article shows the results of a quasi-experimental research carried out in a subject within the Didactics of Mathematics area, in which the quality of the group work carried out in an experimental group, is compared with the one done in a control group. This will highlight where the flipped classroom model has been implemented, against those developed in a control group, where classes have been taught in a traditional way. After the analysis, it is evident that the “flipped classroom” methodology, favors and encourages collaborative and cooperative work. Higher quality work is obtained, which corresponds to the acquisition of competences necessary for the future teachers of primary education.

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Sánchez-Cruzado, C., Sánchez-Compaña, M. T., & Macía-García, J. A. (2018). Flipped classroom as a methodological strategy to improve competences in grupal work in the didactics of mathematics. Mathematics, Education and Society, 1(3), 31–43. Retrieved from https://journals.uco.es/mes/article/view/12838
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