The Inverted Classroom as a strategy for the learning of Mathematics in the second year of E.G.B. (Review)

Abstract

The inverted classroom model, Inverted or Flipped Classroom Model (ICM / FCM) is useful because it allows the development of thinking at the level of logical reasoning to enhance what has been learned independently, which has been extended from favorable way in schools, and has gained acceptance in teaching, because it has become one of the proposals of teaching - medium learning by technology, which is being promoted in the centers of higher secondary education in America, as demonstrated by various authors in their published research. The purpose of this work is to support the importance of the "Flipped Classroom or inverted classroom" method for learning mathematics. In order to give congruence and logic of the study model, data are addressed as legal support, origin, theoretical elements to recognize that the inverted classroom that develops in the practice of pedagogy constitutes an epistemic reconstruction as the concepts are applied, the theories that support it and the conceptualization of the object and field of study.