Abstract:

The objective of the research was to determine the use of the flipped classroom as a techno-pedagogical strategy for the development of mathematical competences in the student body of a postgraduate course in administration. The main previous literature of the study considered the contributions of Kim, Kim, Khera and Getman (2014), Bristol (2014), Castaño, Redecker, Vuorikari and Punie (2014), Coufal (2014) and Limón, Cantera and Salinas (2017). To achieve this, it is necessary to include new teaching models in the graduate level with integration of information and communication technologies (ICT) as support in the training of students to assess their levels of development of mathematical skills. In this way, the flipped classroom is a techno-pedagogical strategy that involves moving the learning activities out of the classroom where the student performs them in another space and only in the classroom will confirm and support his knowledge. Its main components are the proposed competences of the topic to be developed; learning based on the student, and the teacher is a guide or tutor. Thus, the change that occurs in the formation of mathematical competences in this educational level is that now the role of the students is protagonist where he is responsible for his learning outside the classroom in order to take advantage of time in class maximizing interactions with the teacher. Consequently, the so-called "flipped learning" is generated, which intends to invert the phases and roles of traditional teaching, where the chair taught by the teacher is attended in extra-class hours by the students through multimedia tools; in such a way that the practice activities can be executed in the classroom through interactive methods of collaborative work, learning problems and carrying out projects. The type of study that was used was a quantitative methodology with a transversal design with exploratory-descriptive scope. The instrument that was designed to obtain the information was a questionnaire based on a Likert scale organized. The instrument was subjected to an expert judgment to determine the validity of its content and then obtain its reliability and internal consistency by means of Cronbach's alpha coefficient, which was 0.875, which is why it was interpreted as adequate. To organize the information, descriptive and inferential statistics were used to analyze the data. The sample of the research was of a non-probabilistic type with the criterion of convenience, since the selected students were those who attended the first semester of the postgraduate course in administration at the Instituto Politécnico Nacional (IPN), so it was composed of 45 participants. The main results were that the students developed a moderate level of mastery for mathematical competences focused on the identification and organization of information, as well as for those oriented towards the strategy of resolution and interpretation of results. In addition, significant statistical differences were found by gender (t = 4.324, p = 0.00); age (ANOVA, F = 8.345, p <0.05) and work experience (ANOVA, F = 10.134, p <0.05). The relevant conclusion of the study was to verify the effectiveness of the flipped classroom as a techno-pedagogical strategy that allows favoring the development of mathematical competences at the graduate level, considering their previous experiences, activities outside the classroom and the management of ICT.

Keywords:

Mathematical competences, graduate level, flipped classroom, student body.